Nick, We struggled with this same concern several years ago when implementing TBL into our Medical Physiology course. We quickly discovered that 10-12 iRATs/tRATs were way too many; students just focused on the "quizzes"/points and not the learning. We spent a great deal of time deciding on the 4-6 most important concepts we wanted the student to learn well. We settled on 5 topics for full TBL treatment and a 6th that we did a mini module on. 8 years on, the course is going pretty well. For an undergraduate course, it can be a big shift for the students and instructors to go away from the chapter model and focus on integrating ideas across chapters. Scott -- Scott D. Zimmerman, PhD Associate Professor CMB Graduate Program Coordinator Biomedical Sciences Department Missouri State University 417-836-6123 From: Nick Roster <[log in to unmask]<mailto:[log in to unmask]>> Reply-To: Nick Roster <[log in to unmask]<mailto:[log in to unmask]>> Date: Mon, 16 Apr 2012 16:16:36 -0500 To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>> Subject: Anatomy and Phys TBL Hello, I have implemented TBL in my 2-semester Anatomy & Physiology class. I love it. However, I was wondering if anyone else has done the same. The issue I am running into is that my iRATS and gRATS are only over a chapter at a time. I can't seem to think outside the text on this one. Is it unwise to have so many (about 13) RATs a semester. I am using them to introduce the chapter material, then we launch into cases from there. Any thoughts? Thanks Nick -- -- You can fill your head with a million facts and still be entirely uneducated. -- Dr Nicholas O Roster Science Department, Chair Northwestern Michigan College 1701 E Front St Traverse City, MI 49686 231-995-1278