I'm interested in your post as I just read the narrative feedback from the 52 students (52%) in my first year Medicine Musculoskeletal course after my first foray into TBL over the past 4 weeks. My impression (and that of several of my colleagues who team-taught the group) was that the students were much more prepared than previous years and that we were able to develop topics well with in class team work. The overall impression of the teachers was that this was a class who asked insightful questions and was enjoying the material and appreciating it at a higher level than previous years. However clearly a proportion of the class feels some combination of indignation, frustration and general distaste for the process. As for "hate the teacher" in my case it's "hate the coordinator". Fortunately, my UG dean is very supportive, and petition or no, our school is looking for a way to reduce traditional lectures whether the students realize it or not. Experienced TBL teachers: is this common? any good ideas on how to handle this sort of experience? Lindsay Davidson Queen's University Kingston, Ontario