Hello, I'm happy to have found this forum! I have used PBL and small portions of TBL for a few years in teaching occupational therapy (OT) curricula. This semester will be my first foray into committing to the full TBL framework. I am excited, as I am committed to engaging my students and furthering their clinical reasoning/critical thinking skills-- but I also have a fair amount of trepidation about the amount of work required and the fact that no one in my dept. utilizes TBL (so I am on my own). Any feedback and mentoring would be most welcome. The course is Educational Principles and Practices in OT. It meets for 150 min once/week for 16 weeks. I'll be teaching one section of grad students and one of undergrads (20-25 per class). I have read the TBL for health professionals and TBL for social sciences/humanities texts, as well as a number of articles by Michaelsen, Sweet, Parmalee, etc. I've also been using an adapted RAP (with the "scratcher" answer cards) for a several semesters with great results. In preparation for this class, I formulated course learning goals with a "backwards" approach-- which was very helpful and illuminating. I've also somewhat reworked my units to reflect the TBL approach. I had my first class a couple of days ago, and am a bit unclear on a couple of things-- 1. Time management for the day-- I need to fit IRAT, GRAT, content clarification, and a learning activity into 2-1/2 hours. It's challenging. I'll be using 10 question RATs, but am wondering about the flow of all that in my once weekly class. 2. Do the RATs typically include a survey of all the required readings, or can they focus on particular prioritized portions of content, and the students then utilize the additional reading content during the activity time? 3. I'm wondering about sources for activity ideas. Also, do students typically read the background info for the activity while in class, or is the reading an out of class requirement? Or should the required reading for the RAT comprise the total of info necessary for the activity? I used a "take a position and defend it using research evidence" activity this week, and next week I am thinking of an examination of assertions made in a research article (concerning health literacy). Not sure if I'm on the "right track"-- I've also used case studies as a foundation for activities in the past. The big change this semester is that I am using the 4 "S" format for the first time. Thanks in advance for any replies or input. Looking forward to this new adventure. Melisa Kaye, MS, OTR/L Dominican University of California