@BiffBrown : Did you prefer the more intensive workload at Oxford or the Emory system, or are you neutral/unsure? You are pre-med (though I wouldn’t say you’re a “basic” pre-med), so I don’t know how pre-meds in general feel about the Oxford paradigm (and OP claims pre-med). It seems many on main (who may be “slightly” better test takers) prefer the ECAS paradigm, but I don’t know if that is based on legit logic for learning. Like maybe if there was more accountability and other graded tasks (maybe think Soria’s class for ochem there) or projects (even if small and scaled back), more students would be forced to engage the material more frequently and optimize exam performance (especially on higher level items). The Emory system seems to allow students to fall behind (who if pushed, maybe would not) which is dangerous when a professor writes truly difficult exams. I feel like the preference for an exam based class with less of a graded workload is a preference based on “comfort” and not educational outcomes/optimized learning (or even grades). Usually folks learn more with more time on task, especially when spaced out. Without “checks”, students will probably end up cramming (the time frame for cramming varies by difficulty of instructor. I would say, with Weinschenk, it is those who start seriously studying 4-5 days before exam). However, my ideas of learning come from research and basically assumes that people want to learn. I believe that this assumption is questionable for many.