Hi Geneviève, Our class points are assigned as follows: 1. 10 iRATs (5 pts each) = 50 pts 2. 10 tRATs (5 pts each) = 50 pts 3. Team Application Exercises (10 pts per class) = 100 pts 4. 2 Team Assignments = 60 pts total 1. Dietary Intake = 30 pt 1. Energy Needs and Biochemical Assessment = 30 pt 5. 3 Individual Exams (50 pts each) =150 pt. 6. 3 Peer Evaluations (15 pts each) = 45 pts Total Points Possible: 455 Our iRATs make up ~11% of the grade, and same goes for the tRATs. Exams make up approximately 33% of student’s grade. Hopefully this is helpful! Thanks, Amber Amber Baughman, MS, RD, LD Clinical Assistant Professor | She/Her/Hers Food Science and Human Nutrition Iowa State University 220 MacKay Hall |2302 Osborn Dr.| Ames, IA | 50011 [log in to unmask]<mailto:[log in to unmask]> | 515-294-5962 Learner | Positivity | Discipline | Harmony | Achiever From: Team-Based Learning <[log in to unmask]> on behalf of Geneviève Benoit (MED) <[log in to unmask]> Date: Wednesday, October 25, 2023 at 8:42 PM To: [log in to unmask] <[log in to unmask]> Subject: Re: Application exercices Thank you all the answer. It helps! Last question (for the moment 😉 IRAT + TRAT = what is the weight of those tests in the final grade of your students? For exemple, for us: Final grade: 90% is the final exam of the course 10% is the results of the IRAT + TRAT of our 7 TBL session (10% for 14 tests). I am curious to know what others are doing. Best regards, Geneviève Geneviève Benoit Professeur agrégé de clinique, Service de néphrologie Directrice du programme de néphrologie pédiatrique Département de pédiatrie CHU Sainte-Justine, Université de Montréal ________________________________ De : Team-Based Learning <[log in to unmask]> de la part de John Gotwals <[log in to unmask]> Envoyé : 24 octobre 2023 21:48 À : [log in to unmask] <[log in to unmask]> Objet : Re: Application exercices Avertissement automatisé : Ce courriel provient de l'extérieur de votre organisation. Ne cliquez pas sur les liens et les pièces jointes si vous ne reconnaissez pas l'expéditeur. If it's a case study that applies across a decent portion of the module, I sometimes include it as a prework item (and, as a result, of the iRAT and tRAT as well)... John On Tue, Oct 24, 2023 at 8:27 PM Brenda Vogel <[log in to unmask]<mailto:[log in to unmask]>> wrote: Hi Genevieve, I have had the same issue with longer scenarios or video-based activities. I decided to send out the scenario or video, but not the questions, before the activity. That way, students who want to review the scenario or watch the video in advance may do so, but they cannot work on the questions before class. Hope that helps, Brenda Brenda Vogel, Ph.D. Professor, School of Criminology, Criminal Justice, & Emergency Management NCAA Faculty Athletics Representative Long Beach State University 1250 Bellflower Blvd. Long Beach, CA 90840 Office: ET246 Email: [log in to unmask]<mailto:[log in to unmask]> From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> On Behalf Of Geneviève Benoit (MED) Sent: Tuesday, October 24, 2023 4:36 PM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Application exercices You don't often get email from [log in to unmask]<mailto:[log in to unmask]>. Learn why this is important<https://aka.ms/LearnAboutSenderIdentification> CAUTION: This email was sent from an external source. Hi all, I got a question from a teacher. He was wondering if he could send the application exercise (in our field, it is a 2 pages clinical problem) to the students before the TBL session. The reason he asked if that he found that students are spending to much time reading the clinical scenario during the TBL session; he thought that if students have already done the reading of the clinical scenario at home, they will have more time to focus on the questions of this appplication exercise in class and more time for discussion in class. My first answer would be to suggest not sending the clinical scenario before the class; I suppose some students will already work on it at home and therefore there may be less intra-team/debate in class about the application exercise. What are your thoughts? Any experience on this? Best regards, Geneviève Geneviève Benoit Professeur agrégé de clinique, Service de néphrologie Directrice du programme de néphrologie pédiatrique Département de pédiatrie CHU Sainte-Justine, Université de Montréal ________________________________ To unsubscribe from the TEAMLEARNING-L list, please click here.<http://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> Further information about the UBC Mailing Lists service can be found on the UBC IT website. ________________________________ To unsubscribe from the TEAMLEARNING-L list, please click here.<http://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> Further information about the UBC Mailing Lists service can be found on the UBC IT website. -- ********************************* John K. Gotwals, Ph.D.<https://www.lakeheadu.ca/users/G/jgotwals/node/17457> (he/him) Associate Professor School of Kinesiology<http://kinesiology.lakeheadu.ca/> Lakehead University<https://www.lakeheadu.ca/> 955 Oliver Rd. 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