At Regis University School of Pharmacy we are developing our
curriculum around TBL. In addition to traditional TBL units, most of our
courses will have at least one midterm exam and one final exam.
Our expectations for RAT performance versus midterm/final
exam performance are somewhat different, and we are wrestling with how to best
communicate this to the students in advance. We will expect RAT performance to
reflect a reasonable amount of reading and comprehension of material prior to
class, but the midterm/final exams would increase in expectation to application
of material (i.e., testing them over what they worked on as a team in class).
What ideas are there in the TBL world about this? We’ve
discussed several options, including 1) two sets of learning objectives (RAT-specific
objectives and exam-specific objectives) or 2) developing a narrative to be
included in the pre-class material that explains how to prepare for the RAT in
addition to traditional midterm/final exam learning objectives.
Thanks in advance for any help you may have.
Michael Nelson,
PhD, RPh
Chair and
Associate Professor, Pharmaceutical Sciences
Regis
University School of Pharmacy
303-625-1265
(phone) 303-964-5533 (fax)