I allow students to keep the RAT questions (I collect the answers for iRAT on Scantron sheets and use IF AT card for tRAT), and I post the BAT answers after the
session. I think having these materials help them study, and I will make changes in the questions for future classes.
Taher Hegab, PharmD, PhD, BCPS
Assistant Professor of Clinical Sciences
California Health Sciences University
College of Pharmacy
120 N. Clovis Avenue
Clovis, CA 93612
559-272-8106
From: Team-Based Learning [mailto:[log in to unmask]]
On Behalf Of Emke, Amanda R
Sent: Friday, October 09, 2015 12:51 PM
To: [log in to unmask]
Subject: Re: Student note taking during TBL
I’m very interested in the response because we, too, do not allow any note taking (for the same reasons). But, lately, I have been worried that we impede learning
by this. One way I’ve thought of addressing this, since Sandy Cook’s facilitation article came out, is a one slide summary of the key learning points that students could then have.
Interested to hear everyone’s thoughts.
Amanda
_______________________________________________________________________________
Amanda R. Emke, MD
Assistant Professor, Division of Pediatric Critical Care
Associate Fellowship Program Director, Pediatric Critical Care
Course Master, Pre-Clinical Pediatrics
St. Louis Children's Hospital, Washington University Physicians
Washington University School of Medicine
One Children's Place, Northwest Tower, Campus Box 8116
St. Louis, MO 63110
(314)454-2527
From: Team-Based Learning [mailto:[log in to unmask]]
On Behalf Of Lin, Amy
Sent: Friday, October 09, 2015 2:12 PM
To: [log in to unmask]
Subject: Student note taking during TBL
Hi all,
Does anyone allow students to take notes during TBL - specifically during the post-RAT discussion or application exercises?
We have not been allowing note taking at any time during the TBL because we are concerned about students copying down questions (that took us forever and a day to
write) and sharing them with subsequent classes. But, taking notes is one way for students to solidify their knowledge, so in some ways we may be inhibiting student learning.
How do others handle this situation? Do you have guidelines for the students about “acceptable” (e.g., key concepts, pearls of wisdom) vs. “unacceptable” (e.g. copying
down questions) notes?
Thanks!
Amy
Amy Y. Lin, MD
Associate Professor of Pathology
Associate Professor of Ophthalmology and Visual Sciences
Course Director, M2 Pathology Course
Course Director, M4 Laboratory Medicine Course
Director of Curricular Affairs
840 S Wood St, CSN 130
Chicago, IL 60612
(312) 355-4315
(312) 996-7586 (fax)
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