We are designing a curriculum for a new medical school which will use TBL as the core educational method. I would be grateful for advice on the following:

1. Group application exercises

· Any advice about how consistently the format of these are within and between modules

· Does anyone have experience of designing these assessments so that there is no one correct answer, but instead a topic that stimulates discussion

2. Anatomy

· Any advice about how anatomy can be learned through TBL. Can the practicals (we will be using plastinated anatomy specimens) be incorporated into the group application exercises

· Any advice on the format of RAP questions for anatomy – are single best answers considered feasible/desirable or should we be considering alternative formats

3. Assessment

· Is it usual for the assessment plan to focus exclusively on the Readiness Assurance Process and exclude the group application exercises (which we are planning to design so that there may not necessarily be a correct answer)

· Are the TBL assessments generally formative or do they contribute to summative exams which in our case we are planning to have at the end of the academic year

Many thanks for your help

Naomi Low-Beer

Dr Naomi Low-Beer MD MRCOG MEd

Locum Consultant Gynaecologist

Chelsea and Westminster Hospital

369 Fulham Road

London SW10 9NH

and

Curriculum Development Lead

The London Office of the Lee Kong Chian School of Medicine

Level 12 Electrical and Electronic Engineering Building

South Kensington Campus

London

SW7 2AZ