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If students are constantly thinking critically and trying to solve problems, when do they ACTUALLY learn the basics from which they are going to draw the knowledge on how to solve those problems? I feel like this active learning technique is fine for upper level courses, but for my courses (Anatomy and Physiology) you are just overwhelming the student even more by throwing at them a case study they do not have the knowledge base to answer. If this was Harvard, and all the students already had the knowledge base, then I would understand the need for problem solving and upper level Bloom's evaluation, synthesis, and creativity. But my students often do not know how to read (as exemplified by TEAS scores below 45%) and you are asking them to do a upper level Bloom's task without any lower level foundation. Can someone explain? And don't give me this I'm going to do a 5 minute lecture video on acid/base balance and students who have no idea on what an acid or a base are, who can barely read the textbook, and have ZERO science background are suddenly going to be Ivy League students sitting around a round table able to solve a case study on respiratory acidosis.

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