Showing posts with label recommended links. Show all posts
Showing posts with label recommended links. Show all posts

Monday, February 12, 2018

Cumulative Testing Makes Learning Last | TAPP Radio 4



Kevin shares his experience of using cumulative testing to strengthen long-term learning.
Use video walk-throughs to help students navigate your digital course platforms.
Sometimes other people's genes influence an individual's biological traits.

If you can't see the audio player, click here.

(0:50) Things will get a lot more interesting if listeners start calling in with questions, comments, teaching tips, programming suggestions, updates, ...or anything else on your mind!

(2:20) A recent article in Science explores the idea the genomes of parents and others can affect traits—not just the genes within the individual's genome. This concept of "genetic nurture" expands the notion of the measurable biological influences of genes.

(7:34) You can help your colleagues and others find episodes of this podcast by influencing the search algorithms that guide the process. How? By subscribing to The A&P Professor podcast in iTunes or your favorite podcast app. Even better, consider giving a rating and leaving a brief review. Unless you really hate my podcast, in which case, please click here. Fans, please click on one (or all of these):

(8:14) In this age of digital teaching and learning, we must be able to help our students navigate their digital platforms: learning  management systems, adaptive learning platforms, college/department/course websites, and more. Brief narrated video walkthroughs (screencasts) are simple and quick ways to provide clear guidance to individuals and whole classes.

(13:13) In the featured segment, Kevin shares his case story of using cumulative testing to strengthen long-term learning in his course. Using an easy method of adding a few questions from prior tests to each test and exam, Kevin was able to better prepare his students for the comprehensive final exam. And hopefully carry the essential concepts of A&P forward into future courses and careers.

More details at the episode page.
Transcript available at the script page.

taking an exam

Click here to listen to this episode—or access the detailed notes and transcript.

Tuesday, February 6, 2018

Pre-Testing for a Powerful Learning Boost | TAPP Radio 3

The newest episode of TAPP Radio is here!



Pre-testing is not just for assessment—it helps learning, too.
A weird sneeze injury.
The Anatomical Society's list of online resources.
How many proteins are there in a cell?

If you cannot see the audio player click here.

A recent analysis suggests that a reasonable average number of proteins in a cell is 42 million. How might we incorporate that bit of trivia in our A&P courses? (0:41)

The UK's Anatomical Society has put together a list of online resources under the auspices of their Education Committee (4:40)

Can the explosive power of a sneeze cause injury? You bet. Here's a recently reported case of a rupture of the pharynx. Yikes. (6:11)

Pre-Testing isn't just for measuring prior competence before new learning starts. By itself, regardless of its use in course assessment, it's a powerful learning tool. Listen to Kevin's experience with pre-testing in his A&P courses. (10:28)

More details at the episode page.

Transcript available at the script page.

If the hyperlinks above are not active, go to TAPPradio.org to find the episode page.

man doing online work on a park bench

Check out the detailed notes and transcript of this episode!

Monday, August 8, 2016

Student Success Increases When They Debrief After Tests

A new study published in Advances in Physiology Education adds additional evidence of the effectiveness that students do better when they take the time to analyze their tests immediately after taking them.

In my blog The A&P Student, I published an article in October of 2009 that outlines an easy and effective way for A&P students to "debrief" after each test and exam so that they can both clarify misconceptions and gain insights into possible weakness in test preparation.

The new research confirms that
By having students focus on missed questions coupled with addressing deficiencies in their test preparation strategies and behaviors, they likely engage in more self-regulated learning to better prepare for exams and avoid repeating past mistakes. (Favero & Hendricks 2016).

What can we use from this in teaching undergraduate A&P?


  • Encouraging students to debrief after every test and exam—individually or in study groups—can be more effective than whole-class reviews of exams or tests.

  • Test self-analysis can help students learn (or re-learn) concepts they are unable to retrieve on a test.

  • Test self-analysis can help students identify patterns of misconceptions, poor test preparation, and poor test-taking skills that make them better aware of their own thinking (metacognition) and thus more likely to succeed in later testing.

  • Consider encouraging your students to debrief after every test by providing them with the tools needed (see the links below).

  • In my many years of using this technique, I've found that the process described in the links below works equally well for either/both online tests (including adaptive quizzing) and traditional paper tests and exams


Want to know more?


Student exam analysis (debriefing) promotes positive changes in exam preparation and learning
  • Terence G. Favero, Nora Hendricks. Advances in Physiology Education Published 1 September 2016 Vol. 40 no. 3, 323-328 DOI: 10.1152/advan.00060.2016
  • The new research confirming the value of self-analysis of recent tests in an A&P course.
  • my-ap.us/2aGEoYM


Learn from your mistakes!
  • Kevin Patton The A&P Student. October 21, 2009
  • Brief blog post directed at A&P students giving them resources to perform this on their own, including an instructional video (see below), and access to a sample analysis form (see below). Consider linking to this post in your syllabus (and/or the other embedded resources).
  • bit.ly/7aK7YZ



Test Item Analysis
  • Kevin Patton Lion Den retrieved August 8, 2016
  • Entry from Kevin's library of Study Tips & Tools for A&P students, briefly runs through the advantages of debriefing after a test and provides an instructional video (see below) and sample analysis form that students can download and use (or adapt). Consider adding a link from your syllabus or course website/LMS.
  • lionden.com/testreview.htm



Learn from Your Mistakes: TEST ANALYSIS
  • Kevin Patton YouTube retrieved August 8, 2016
  • Brief instructional video that teaches students how to perform a test analysis (and why it's important). Link to this video in your course, or embed the video.
  • youtu.be/nIiZCov_fDI







Survival Guide for Anatomy & Physiology (2 ed)
  • Kevin Patton. 2014. Mosby, Inc., an affiliate of Elsevier Inc. St. Louis MO ISBN: 978-0-323-11280-2 
  • Brief paperback book that you can make available in your school or classroom library or require/suggest for purchase in your college bookstore. Covers the process of test debriefing and gives tips on how to resolves inefficient patterns of test preparation and test taking. Also contains A&P specific content tips and analogies.
  • lionden.com/tips-survival-guide.htm

Photo credit (top): relaenin

Monday, December 8, 2014

5 Useful Features of The A&P Professor Blog That You May Have Missed


Okay, the title is a bit misleading because a some of the five features you may have missed are new, so it may just be too early to have noticed them yet.  But there are some that have been around a while and you may not have given them much thought until now.

  1. Top menu bar.  

    I recently added a menu bar to the top of the blog page, just under the blog description.   You can link to the Home Page, Site Map, Subscription and various off-blog resources.  Explore each one to see if it's useful to you.

  2. Site Map.

    This new feature is a table of contents that lists blog posts in alphabetical lists by topic.  It's pretty big because I've been doing this blog for many years, and some posts are listed under more than one topic.  But if you are "into" the teaching of A&P, this might be a fun treasure hunt to find things you may have missed—or have simply forgotten about.

  3. Email Newsletter.

    The email newsletter for this blog, powered by Feedblitz, is a way to subscribe to this blog and be notified by email each time a new article is posted in blog.  It's free and you can safely unsubscribe at any time.  Then re-subscribe later when you find that you missed getting updates!  You may not realize that by subscribing, you also get additional content.  For example, once a month, I send out a Throwback Thursday newsletter reprising a popular article from the past that remain relevant.  I occasionally send out other "extra issues" that do not appear in the blog itself.

  4. Social Media.

    As more and more of you join the rest of the world on Facebook, Twitter, and other social media networks, you may want to follow The A&P Professor there, too.  As with the email newsletters, my Twitter and Facebook followers get additional content not found on the blog or other channels.  You can even follow my YouTube channel, where I post videos with study tips for A&P that you can share with your students.

  5. Family of Blogs and Websites.

    I have other blogs that are focused on particular topics that overlap your interest in teaching A&P.  For example, The A&P Student blog is directed at, er, A&P students.  Teachers who follow that blog pick up ideas for sharing with students who are having difficulty in your class, or link to blog posts in their course pages or syllabus.  My o-log-y blog relates specifically to the terminology of human science and medicine.  There, you may find tips for helping your students learn the language of A&P or you may find information about some of the tricky aspects of terminology that you may not already know. Check out each one to see if any of them interest you.

    Oh, and don't forget the separate website theAPprofessor.org, where you can find my free image library, sign up to get free bookmarks for your students, participate in teaching seminars, and gain access to my free library of teaching slides.

Play around the edges of this blog and see what other helpful little tools you may have missed.

Tuesday, November 11, 2014

Shepherd's Apps for Teaching Physiology


Here are some computer-based activities that help students learn specific concepts of physiology produced by veteran professor Pete Shepherd.  Dr. Shepherd has been developing over the course of many years based on his extensive teaching experience.

A while back, I told you about the Life Science Teaching Resource Community and its archive of free teaching and learning resources.  Here's an example of a collection of resources from that archive that your students can use to "play around with" physiological conditions to see what changes occur in the body as a result.  All of them can either be used in the classroom/lab setting or can be used individually by students for self-learning.

Included in the collection are these apps, most of which are available on multiple platforms:

Capillary Pressure, which illustrates the vascular control of capillary hydrostatic pressure.

Alveolar Gas, which lets you study some of the physiological factors that affect the composition of alveolar and expired gases. Such factors include dead space, tidal volume, the frequency of breathing, and the rates of oxygen consumption and carbon dioxide production. A worksheet is included.

Blood Oxygen, which enables the user to change variables like the PO2, hemoglobin concentration, and hemoglobin's affinity for oxygen and calculate the concentrations of oxygen in the form of oxyhemoglobin and dissolved oxygen. Simulations include anemia, polycythemia, comparing the effects of oxygen inhalation in a pulmonary "patient" with a normal person, carbon monoxide poisoning, hyperbaria, etc., as well as the concepts of the Fick Principle and the arteriovenous oxygen difference.

Pulse Pressure, which simulates the arterial pressure pulse. The user explores factors like heart rate, stroke volume, arterial compliance, and arterial resistance and see how they affect the arterial pulse pressure.

Sat Curves, which allows the user to demonstrate the effects of pH, PCO2, DPG, and temperature on the oxyhemoglobin dissociation curve. Two graphs are displayed so that one can serve as a control and compared with the other. Cursors on both graphs can be manipulated to obtain exact readings of oxyhemoglobin saturation as specified PO2s.


If you want to check out these amazing resources, please access them in the Life Science Teaching Resource Community at



Image credit: Shepherd

Monday, October 13, 2014

RNA Interference. Again.


Five years ago, I extolled the virtues of teaching a little bit about RNA interference (RNAi) in undergraduate A&P courses.  But for a while it looked like the promise of RNAi in basic and clinical research might be sputtering.  However, a recent article by Eric Bender called The Second Coming of RNAi shows that RNAi "the gene-silencing technique [now] begins to fulfill some of its promises."

I recommend reading the entire article at my-ap.us/1BbxvB9  Before you read it, allow me to reprise my reasons of five years ago supporting my proposal to include RNAi in your course.

What can we use from this in teaching undergraduate A&P?


  • RNAi plays a role in defending our cells against viruses by stopping viral genetic code from being translated in host cells

  • RNAi likely plays a role in regulating gene activity in a cell by preventing translation of the gene product(s)

  • RNAi is increasingly used as method for "knocking out" a particular gene's effects in research animals in order to study the gene's functions

  • RNAi is being used to treat genetic disease. . . an application that will likely expand greatly over the next few decades
I'll add two more items to my previous list:
  • RNA interference is a mechanism of human disease, as has been demonstrated in some cases of inherited progressive hearing loss (for example).

  • Learning about RNAi helps clarify a general understanding of the many roles played by RNA in our lives—some perhaps still undiscovered.

I'm not sure that it's useful to expect beginning undergraduate students to learn the nitty-gritty details of RNAi mechanisms.  But I do think it's valuable to be exposed to the general concept of RNA interference and gene silencing.  A&P students are going to run up against these eventually as they learn about and then administer RNAi-based therapies, after all.  And perhaps we should prepare them.

Want to know more?


The Second Coming of RNAi
  • Eric Bender. The Scientist. September 1, 2014
  • Article mentioned above. In plain English, it shows that clinical progress in RNAi therapy against liver diseases, the gene-silencing technique begins to fulfill some of its promises. Includes useful illustrations and links to other resources.
  • my-ap.us/1BbxvB9

Why do we need to know about RNA interference?
  • Kevin Patton. The A&P Professor. 14 April 2009
  • My first article promoting the idea of teaching RNAi in the A&P course.  It links to an expanded article with additional teaching resources.
  • my-ap.us/1xbq4v6

RNA interference revisited
  • Kevin Patton. The A&P Professor. 9 June 2009
  • Brief follow-up article that references the role of RNA interference as a mechanism of human disease.  Links to other resources.
  • my-ap.us/1oDflzw

RNA Interference Animation and Slideshow
  • Nature Reviews Genetics. Accessed 3 September 2014
  • FREE animation, slideshow, and poster on RNAi, as well as a link to more details.
  • my-ap.us/1roNGYm

RNA Interference BioInteractive
  • Howard Hughes Medical Institute. Accessed 3 September 2014
  • FREE slideshow with worksheet that students fill out as they view the slideshow.  Links to FREE DVD from HMMI called The Double Life of RNA.
  • my-ap.us/1pJ9r5V


Monday, September 1, 2014

Help Your A&P Students Get Off to a Good Start

Your Brain on A&P


I recently posted an article in The A&P Student called Getting a Good Start in Your Anatomy & Physiology Course. In it, I run down a brief list of practical strategies students can employ from the start of their course to get a solid start in a rigorous course—a course that intimidates many beginners who are not fully prepared.

My suggested strategies are organized under three subheadings:

  • Learn to read and raid your textbook
  • Brush up on your study skills
  • Take A&P seriously

For each of these broad categories, I list several practical and proven tips for A&P students to get a handle on things early in the course.  All have links to more detailed and specific advice from various resources.


What can we use from this in teaching undergraduate A&P?


  • Early in your course, mention the importance of getting off to a good start—not waiting until the first test looms to get organized and begin working.
  • Link to the article in your syllabus and/or your course web page or LMS course shell.
  • QR code for the Getting a Good Start article
    • Consider putting an unlabeled QR code (shown) in your syllabus or on your classroom wall.  Many students will scan the code and find the article simply out of curiosity.  Just like a snare trap!
  • Have a link to the article ready to give to students who contact you about being overwhelmed with the rigor of your course.
  • Consider suggesting to your students that they subscribe to The A&P Student newsletter (delivered by email, FB, LinkedIn or Twitter).
    • Consider subscribing yourself—a great way to keep up with various tips and strategies you can pass on to your students.
  • Even if your course has already started it's not too late to share these strategies with your students!


Want to know more?


Getting a Good Start in Your Anatomy & Physiology Course

  • Kevin Patton The A&P Student 26 August 2014
  • Outlines several practical strategies to begin the anatomy and/or physiology course on solid footing.  Link to this article from your syllabus and/or course web page.
  • my-ap.us/1onII8I

Subscription for The A&P Student

  • Choice of FREE delivery by email, Facebook, Twitter, or LinkedIn
  • my-ap.us/1oxkJIM

A&P is the Foundation

  • Kevin Patton Lion Den Slide Collection
  • FREE animated PowerPoint slide you can use in your introductory course presentation.  The link takes you to information on accessing the entire collection.  Find this one in v2, Study Tips, AP-is-foundation
  • lionden.com/slides-form.htm
Download free slides, including this one, to use in your A&P course
Free animated slide

Monday, July 28, 2014

Syllabus Resources for A&P


Fall is the traditional start of the academic year, so as we approach that mark it may be a good time to think about ways to tweak our course syllabus in ways that may promote student success.  There are some "teaching moments" in a syllabus that we don't want to miss!

I have few suggestions for you to consider.

Chunking

Experts call it excessive cognitive load and I say it's just plain rude to put all your policies, procedures, advice, and explanations in one or two big lumps, then expect students to actually read it and be familiar with the contents.

Go ahead and get it all down there—then chunk it by dividing it up into short sections, each with a short, descriptive heading.  Next, rearrange all your newly chunked sections into logical groupings with a short descriptive heading.  Now students will more likely read through it all, comprehend it better, and be more likely to refer to the syllabus before emailing you with their questions that can easily be answered by the syllabus.

Deadlines

We often blame it on which generation's pesonality they are ruled by—X, Y, millenial, baby-boomer—but I think it's just human nature to miss deadlines when you are unaware of the effects of doing that.

A syllabus is a good place to establish deadlines in a course, of course, but it's also a great place to briefly explain why deadlines are important.  You may want to get some ideas from this brief article—or simply link to the article from your syllabus:

Academic Integrity

The most effective deterrent against academic dishonesty—cheating—is to promote a culture of honesty in your course.  The syllabus is a great way to get that on the right footing at the outset.  Here's an example from one of my syllabi, in a chunked section titled Academic Integrity:
This course relies on the principle that all who participate will do so with the honesty befitting adult, professional studies.  Without integrity of all students, the integrity of the course, this school, and your own credentials all suffer. This means that all students are expected to submit only their own work, whether for assignments, papers, online tests or quizzes, in-class tests or quizzes, or any other component of this course.  Thus, students may not receive inappropriate help nor give inappropriate help to other students.
 SCC academic integrity policies outlined in the Student Handbook and other documents stipulate a variety of possible outcomes of violation of principles of basic academic integrity.  
In this course, receiving or giving inappropriate help in online tests, in-class exams, or assignments will ordinarily result in receiving "F" for the course.  Inappropriate help may include having someone do all or part of the work for you, providing or receiving copies of current in-class exam items or answers to in-class exam items, and copying someone else's work and submitting it as your own.  
Students who witness or have reason to suspect violations of academic integrity in this course and do not report it promptly, thus further enabling the dishonesty, will themselves also be subject to disciplinary action.
I strongly suggest that you read the brief article Why be honest?
Feel free to adapt this (perhaps shorten it a bit?) for your own syllabus.  Or use this link—  my-ap.us/zHHd7H —in your syllabus to simply send them directly to an article that explains it all.

Handcrafted Uniqueness

This is kind of silly—but that's the point.  I always include something like this in each and every syllabus:
Minor imperfections further enhance the  handcrafted uniqueness of this document.
It's a joke, right?  Well, sort of.  It's actually true, and so it is fair warning that there are bound to be mistakes in my syllabus. But it's also lighthearted enough to set the light, informal tone that improves student engagement and openness to a new instructor and a new course.

For more ideas like this, check out Professors are from Mars, Students are from Snickers: How to Write and Deliver Humor in the Classroom and in Professional Presentations by Ronald A. Berk (Stylus Publishing, 2003)


Terminology

Students in the anatomy and physiology course are likely to learn more new "foreign" words than they would in a beginning Spanish, French, or German course.  So it's important to set that fact out there early, so that students can get a handle on that aspect of A&P from the get-go.

Besides a brief statement about the need to learn a new language in the syllabus, I've found it helpful to link to (or embed) these resources:


Spelling is Important

Your peritoneum is not your perineum, right?  And in a medical chart, that could get through all the checks and alerts even in today's "smart" electronic environment.  I, for one, am not willing to put my life—or my perineum—in the hands of a medical spell-checker.  So it's important that A&P students learn that an incorrectly spelled term term is an incorrect term.

I suggest spelling that out (pardon the pun) in the course syllabus.  Because not all instructors "take off for spelling," it may unnecessarily shock your students when misspelled terms are not accepted at all in A&P. If they know ahead of time that correct spelling of scientific terms is part of the course, they'll be more accepting of the idea and—even better—prepared for it.

Consider adding a link to the article Is Spelling Important? to your syllabus:

Renting or Borrowing Books

You may have trouble buying this one, I realize, but I can't tell you how many of my former A&P students have sold back their A&P textbook, or returned their rented book, or lent it out on permanent loan to a friend or relative.  And then regretted it.  Why? Because they need it for their health professions courses—and even in their jobs.  A good A&P textbook is not just a learning tool for use in the A&P course, it's a valuable addition to their own professional reference library.

I usually add a phrase like this to the list of required books and manuals for my courses:
Don't rent your A&P text book!  Click here for the reasons.
And don't sell it back at the end of the course. Here's why.
Here are the URLs if you want to use a similar approach—and save some students a bit of heartache when they realize they've lost a valuable resource they'll need later:
Rental URL my-ap.us/1rJKmHg
Sell-back URL my-ap.us/mhYggB

You may not agree with this approach.  Or perhaps your school rents or lends textbooks to all students and you can't officially go against that in your syllabus.  But it's an idea worth considering if you have the latitude to advise your students in this manner—and the insight to see the value of such advice.

The A&P Student

Lastly, there are a lot of A&P-specific study tips, tools, and advice available FREE for your students at my blog for students called The A&P Student.
  • Use this URL to link to it from your syllabus or course site: theAPstudent.org 
  • If your learning management system allows for an RSS feed in your course, why not add this one? my-ap.us/1otlNx2
  • If you want some FREE bookmarks for your students with the URL for the resource, click here. 

Photo credit: Handcraft

Wednesday, July 16, 2014

The Life Science Teaching Resource Community

Have you heard that the American Physiological Society (APS) has expanded their Archive of Teaching Resources into The Life Science Teaching Resource Community?

This new online community—LifeSciTRC for short—offers thousands of FREE resources that you can use in your A&P course!

This transition marks a culmination of efforts of APS and several other scientific societies to advance the Archive of Teaching Resources beyond an online library into a community of practice for life science educators at the K-12, undergraduate, graduate, and professional levels.

The LifeSciTRC offers more than 6,000 free, scientifically-accurate teaching resources along with many new tools that allow educators to share their ideas and teaching expertise including:
  • Community pages with news and recommended teaching resources
  • Blogs focusing on classroom and science topics relevant to educators
  • Forums for educator-led discussions
  • Resource rating and commenting areas where educators can share their experiences of using resources
  • Monthly newsletters highlighting community members, news, and resources
I can't speak highly enough of the quality and diversity of teaching resources available in the archive.  These are peer-reviewed submissions from all levels of teaching and learning.  Case studies, experiments, demonstrations, slide presentations—all kinds of great stuff!

The new system is really easy (and fun) to use.  It has a starred rating system, so you can see how others have rated each resource.  And you can earn badges by submitting and reviewing items.

In addition to the new name, the LifeSciTRC will feature three new scientific society partners:
  • The Physiological Society
  • Genetics Society of America
  • American Society of Plant Biologists
These societies will join the current partners:
  • APS
  • Human Anatomy and Physiology Society
  • Society for Developmental Biology
  • American Association of Anatomists
  • Massachusetts Society for Medical Research
  • Northwest Association for Biomedical Research
Educators looking for new teaching ideas or interaction with other educators are invited to visit LifeSciTRC.org and discover what they have to offer.

For more information, contact our colleague at APS, Miranda Byse, PhD, Program Manager at mbyse@the-aps.org or 240-743-8045.  Be sure to tell her where you heard the message!

Some content in this post came from APS

Thursday, September 6, 2012

That junk is valuable!

During spring cleaning in my household, I'm often heard lamenting that yet another of my treasures has been deemed "junk" and hurled into the "it's outta here" box.  As we've been discovering in science, so-called "junk DNA" is also truly a treasure.

As scientists have been outlining for years, even before the start of the ENCODE project to explore the genome "within and between the genes," the noncoding regions of DNA contain important information that allows cells to regulate the activity of genes.

The ENCODE (Encyclopedia of DNA Elements) just announced the publication of 30 linked papers in Nature and other journals that give us the clearest picture yet of the critical roles played by noncoding DNA. 

The journal Nature has a great site that links many resources about these new discoveries in one nifty "dashboard."  Besides the 30 linked papers, you can access podcasts, news, comments, quick summaries of the ENCODE project, and more.  It's a great place to get up to speed on what's going on, so that we can be more informed about the current state of knowledge as we weave the genomic story into our A&P courses.

You might even find some resources that you can use directly in your course . . . or as supplemental activities.

Explore Nature's ENCODE site at my-ap.us/NatureENCODE

Saturday, February 11, 2012

Free book on heart function!

Besides free advice, The A&P Professor is also a big fan of free resources and references.  And here's a set of free resources that will help give you a new perspective on cardiovascular function, particularly the factors that affect cardiac output.

I was recently contacted by Doug Anderson, a relative of the late cardiac surgeon, educator, and inventor Robert M. Anderson.  Doug told me about their family's efforts to make Dr. Anderson's contributions to understanding cardiovascular function widely available to the educational community.

Besides a FREE downloadable textbook outlining an approach to understanding cardiovascular function that is different than what you might be used to, there is also a FREE video that summarizes Anderson's concepts.

The video features Anderson himself walking the viewer through the operation of an elegant pump that he designed and built for teaching purposes. For a deeper understanding of the fluid dynamics behind cardiac function, you should consider watching the video.

By the way, this textbook has a  Creative Commons license that allows you to use all or part of it FREE in your course!

Anderson with his circulation model 
If you are looking for a FREE "medical school lesson" on the factors that influence blood flow, then check out these resources:

Want to know more?



Free textbook
Gross Physiology of the Cardiovascular System
Robert M. Anderson
PDF (printable) my-ap.us/zGtqOa 
Kindle and ePub formats coming soon!

Free video
The Determinants of Cardiac Output
University of Arizona Health Sciences Center with Robert M. Anderson et. al.
Video my-ap.us/xT5dx9
Illustrated transcript my-ap.us/ywWcgL

Free website
Gross Physiology of the Cardiovascular System
Includes additional resources
cardiac-output.info
Anderson's approach is a bit different than what many of us are used to.  Tell me what you think!

Sunday, August 7, 2011

Bookmark time again!

As you begin another term of A&P, don't forget to stock up on those FREE eyeball bookmarks for your students!

These bizarre "first day of class" gifts for your students include information for your students on how to access my blog The A&P Student.  This blog has a continuously updated library of study tips for A&P, shortcuts, links to learning resources, and more.

These bookmarks are available in packs of 50 to qualified A&P instructors.  And if you act now, you'll also get some fun freebies for yourself!

Get your free bookmarks here: my-ap.us/99NNTx

Saturday, March 12, 2011

More study tool slides

In a recent post, I briefly discussed some presentations that I do regarding using Running Concept Lists and Concept Maps to learn anatomy and physiology concepts and how they relate to one another.  I posted links to slides, narrated YouTube videos of brief versions of the presentation, and related study tip pages in my Lion Den website for students.  As promised, this week I'm posting links and short descriptions of four more presentations that may help your students succeed in A&P.

Want to present your own version of any of these study tips? Perhaps embed parts of them into your own presentations? You are welcome to use the slides, which can be found in the Lion Den Slide Collection.  (To use the slides, you'll need the password for downloading them.  Just fill in the form to get the password if you don't already have it.)

Don't forget . . . when using the direct links below, you need to have the super-secret, magic password ready!

In an upcoming post, I'll let you in on some secrets for creating some additional time with you students so that you can cover these study tips without sacrificing "content time" in your A&P course.

Previously described slides available in the Lion Den Slide Collection:


More Slides also available in the Lion Den Slide Collection:

Flash Cards: Reducing Your Study Time 
Some practical tips for using study cards to reduce your study time and get a solid foundation in learning any topic. This video also includes some surprising advanced techniques that show how to use flash cards to also learn higher-level thinking in any subject. Includes discussion of the Leitner system (plus Patton's adaptation of the Leitner system), color codes and symbols, using cards to learn processes and ordered structures, and using cards to build concept maps (mind maps).
Muscle Names Have Meaning
Learning muscles is hard enough without dealing with those crazy convoluted Latin names. But if you pay attention to those names, you'll find that they are actually phrases that help you find the muscles AND help you to remember them in the long term. Find out how this works . . . and where to find lists to help you figure out the meaning of common muscle names.
Exam Strategies
Proven strategies for success in taking tests and exams. What you can do before, during, and after an exam to improve performance in your anatomy and physiology course.
Learn from Your Mistakes: TEST ANALYSIS 
How do you effectively "go over" your tests or exams? Learn how to analyze your tests to see what went wrong and how to fix it.

Don't forget that your students can keep up with all these study tips (and more) on their own by subscribing to my blog The A&P Student.

I have some handy (and bizarre) bookmarks giving students information about The A&P Student blog that you can distribute FREE to your classes!  Just go to my bookmark request page to get bookmarks for your students now.

    Monday, February 28, 2011

    Prezi practice practicals

    In my blog The Electronic Professor, I recently wrote about the Prezi alternative to PowerPoint presentations.

    In a nutshell, Prezi creates large, complex sets of information that you can zoom into either at will or in a preplanned way.

    As I was exploring around the Prezi presentations that have been made public, I found a great idea . . . why not use Prezi to create practice lab practicals?

    My students always find it hard to get ready for practicals.  Obviously, part of the issue is the massive amount of content that we ask them to learn.  But, perhaps more imporatantly, it's hard for them to imagine the kinds of questions that they are likely to get. We set up "practice practicals" in our open lab when we can . . . and that helps a lot.  But wouldn't it be great to have an easy to access online place our students can practice for their praticals?

    Well, Rob Swatski at the York Campus of Harrisburg Area Community College (York, PA) has already cracked this egg!

    Take a look at his Virtual Lab Exam for muscles in A&P 1.


    You have to start clicking around and get the feel for how this practice lab practical is set up . . . but once you have the hang of it, it's amazing.  You can see how students can practice the content and also get a feel for EXACTLY the kinds of things they'll be asked to do on their practical.

    Another idea that Rob came up with is shown in this presentation that introduces the microscope.  Rob uses the particular characteristics of Prezi to full advantage to produce a resource that is useful for both teaching and learning in the A&P lab.



    Imagine how useful this sort of thing can be for
    • online tests and quizzes for labs
    • exploring large, complex anatomical structures in a lecture class
    • virtual dissections
    • student presentations
    • zooming in on tissues or bone markings while teaching histology
    Let's hear YOUR ideas!

    Thursday, February 17, 2011

    Concept Lists and Concept Maps

    I've recently posted two new videos that help students learn A&P to my YouTube channel.

    You are welcome to use them in your course by linking to them or by embedding them in your website, LMS (learning management system), or PowerPoint presentation.  Or you can just keep them in mind when students come to you looking for study tips.  Or they may just spark some ideas of your own!


    Concept Lists - A Powerful Study Strategy 
    Running concept lists are a great way to build up what you are learning layer by layer, while at the same time learning relationships between different concepts. If you run your concept lists faithfully, you will also have a handy "personal encyclopedia" of concepts and how they are related.  (Closed Captioned)


    The Concept Lists video is also embedded in one of my Lion Den Study Tips & Tools pages entitled Concept Lists.





    Concept Maps - A Learning & Study Strategy 
    Concepts maps (mind maps) help you understand relationships in human anatomy and physiology in ways that deepen understanding. This video summarizes what a concept maps is, how to make and use one, and outlines some examples of different styles of concept maps.  (Closed Captioned)



    The Concep Maps video is also embedded in one of my Lion Den Study Tips & Tools pages entitled Concept Maps


    Want to present your own version of any of these study tips? Perhaps embed parts of them into your own presentations? You are welcome to use the slides, which can be found in the Lion Den Slide Collection.  (To use the slides, you'll need the password for downloading them.  Just fill in the form to get the password if you don't already have it.)
    When using the direct links, you need to have the super-secret, magic password ready!

    Want more slides? More study tip materials to share with your students?  In an upcoming post, I'll be sharing a few more, ok? 

    Don't forget that your students can keep up with all these study tips (and more) on their own by subscribing to my blog The A&P Student.


    I have some handy (and bizarre) bookmarks giving students information about The A&P Student blog that you can distribute FREE to your classes!  Just go to my bookmark request page to get bookmarks for your students now.


    Saturday, February 6, 2010

    FREE respiratory images


    You already know that I'm slowly adding to the Free Image Library at The A&P Professor website.  I've recently added a few images related to the Respiratory System to the collection.

    All the images are either copyright-free or provide a free license to re-use them with permission.  So you can use them to . . .
    • Add them to your PowerPoint slides.

    • Use them in handouts or outlines.

    • Use them in tests or worksheets. Many of them have numbered and/or unlabeled versions that make this easy for you.

    • Provide them to students to use for their reports, projects, or concept maps.

    • Use them as icons for your website or learning management system.

    • Illustrate case studies with medical images or clinical procedures.

    • Use pathology images to hammer home concepts of normal anatomy and physiology.

    • Make your own anatomy T-shirts using iron-on transfer paper to print the images.

    • Receive inspiration to become a scientific illustrator.  (Then call me, I can use your help!)
    Why not just use the images provided by the publisher of your textbook?
    • No textbook contains all the variations of how to draw a structure or concept.  Use alternate images to help drive home a particular point.

    • Students aren't really learning their anatomy and physiology if they memorize a particular diagram.  Using alternate diagrams on worksheets and tests pushes them to learn where things really are in the body. . . not where they happen to be labeled in the book.

    • Textbooks must conserve space to remain a practical tool.  There are many images that would be great to show students . . . such as medical images, portraits of A&P heroes or sources of eponyms, or amazing micrographs . . . that are simply not appropriate for a beginning-level textbook.


    This image of an iron lung is not appropriate for a textbook, perhaps, but it might help you explain the concept of how pressure affects the mechanics of breathing.

    Please send me your ideas for images that you need (maybe I can find them for you).

    I'll be updating you when I add more topics to the Free Image Library.

    If you have any suggestions for additional subjects for images, let me know and I'll try to find them for you.

    Sunday, November 8, 2009

    Why cells cooperate


    Here's a nice little "animated clay" video that zeroes in on the "society of cells" concept that lies at the heart of homeostasis.   Because it goes on to emphasize the role of reproductive cells in a multicellular organism, it may be useful to help our A&P students connect reproduction to the concept of overall body homeostasis.

    I saw this video on public radio's Science Friday website, where they have a weekly video recommendation.

    The video comes from a collection of videos at creaturecast.org that are truly amazing.  Not very many directly relate to human anatomy and physiology . . . but, wow, they are fascinating.  For example, a recent posting discusses how mitochondria and other erstwhile endosymbionts can play a variety of roles such as acting as lenses for simple animals. I teach the serial endosymbiosis theory (SET)  in my A&P course . . . so this little factoid may help spice up that discussion.

    So watch the FREE video about cell cooperation in a multicellular organism and let me know what you think!


    Monday, October 19, 2009

    Action potential in action


    I recently found a really nice FREE animation of the action potential. It's from Harvard's outreach program and it does a great job of breaking down the essential processes of this hard-to-learn, hard-to-teach concept.

    I've just added it to my own course outline so that my students can access it easily. One might also use it during class, or a tutoring session with students, to reinforce understanding of the action potential's mechanisms. Hmmm . . . this could also be a good thing to go through with my students in my A&P 1 Supplement course, eh?
    Action Potential Animation
    [Interactive animation]

    Action Potential Video
    [Another nice, animated explanation of the action potential]

    Action Potential Diagram
    [A free diagram of the action potential. Compares the ideal "schematic" to a recorded action potential.]

    Wednesday, October 7, 2009

    Ribosome scientists win 2009 Nobel Prize in Chemistry


    EXTRA! EXTRA! This news just in from the Royal Swedish Academy of Sciences . . .

    The 2009 Nobel Prize in Chemistry has been awarded jointly to


    Venkatraman Ramakrishnan
    MRC Laboratory of Molecular Biology, Cambridge,
    United Kingdom

    Thomas A. Steitz
    Yale University, New Haven, CT, USA

    Ada E. Yonath
    Weizmann Institute of Science, Rehovot, Israel

    "for studies of the structure and function of the ribosome"

    As I've mentioned in yesterday's "extra edition" of The A&P Professor, as well as in previous posts, I love to tie major awards and other news about major discoveries in the recent history of science into what we are actually learning in A&P class. And the real people behind these discoveries.

    Wow, this morning's announcement for the chemistry prize couldn't have been better timed. Not long ago we wrestled with the story of protein synthesis and my students slowly realized the critical role of the ribosome's structure in that story.

    An understanding of the ribosome's innermost workings is important for a scientific understanding of life. This knowledge can be put to a practical and immediate use; many of today's antibiotics cure various diseases by blocking the function of bacterial ribosomes. Without functional ribosomes, bacteria cannot survive. This is why ribosomes are such an important target for new antibiotics.

    This year's Nobel Laureates in Chemistry have all generated 3D models that show how different antibiotics bind to the ribosome. These models are now used by scientists in order to develop new antibiotics, directly assisting the saving of lives and decreasing humanity's suffering.

    This gives us an opportunity to show how understanding the "basic science" that are teaching translates (ahem) into applications in "the real world."

    Want to know more?

    "Public" summary
    [PDF article intended for the general reader; does a good job of recapping the role of the ribosome within the big picture of biology, includes some nice graphics that you can use in your class plus links for further reading]

    Scientific Background
    [PDF article directed at those of use with some science background; well-written summary of the ribosome and the evolution of scientific discovery leading to the awarding of this prize; includes some good graphics; comprehensive list of scientific references]


    Other resources

    Nobel's "useful links and further reading"

    FREE image of ribosome's role in translation

    FREE image of detailed ribosome structure

    Additional FREE ribosome images

    NOTE: I apologize to my email subscribers who received two posts yesterday instead of one. I've adjusted the timing so you should only get one delivery on these rare occasions when I have an "immediate" post to send to you.

    {Some content of this post came from the Nobel organization}


    Monday, October 5, 2009

    2009 Nobel Prize in Physiology or Medicine

    I love the sense of awe that I get on those brisk Monday mornings in October when NPR announces the first of the Nobel Prizes . . . the prize for Physiology or Medicine. I'm struck by the truly groundbreaking nature of the discoveries that win prizes. No less this year, with the prize going jointly to three U.S. scientists for the discovery of how chromosomes are protected by telomeres and the enzyme telomerase.

    We've recently covered the whole molecular genetics/protein synthesis/cell life cycle suite in our A&P class . . . so my students will be ready to hear about the concepts for which the prize was awarded today. I like to show them that science is dynamic and evolving, with new discoveries made every day. These "big" announcements further underscore that what they are learning is fresh and relevant.

    Hmmm . . . this gives me an idea for a bonus question on the midterm exam!

    Today, I have a special longer post today, so that you can walk into the classroom TODAY ready to discuss what some of them may have already heard about. If you stick with me until the end, I have a link to an image that you can use TODAY in your class!

    This year's Nobel Prize in Physiology or Medicine is awarded to three scientists who have solved a major problem in biology: how the chromosomes can be copied in a complete way during cell divisions and how they are protected against degradation. The Nobel Laureates have shown that the solution is to be found in the ends of the chromosomes – the telomeres – and in an enzyme that forms them – telomerase.

    The long, thread-like DNA molecules that carry our genes are packed into chromosomes, the telomeres being the caps on their ends. Elizabeth Blackburn and Jack Szostak discovered that a unique DNA sequence in the telomeres protects the chromosomes from degradation. Carol Greider and Elizabeth Blackburn identified telomerase, the enzyme that makes telomere DNA. These discoveries explained how the ends of the chromosomes are protected by the telomeres and that they are built by telomerase.

    If the telomeres are shortened, cells age. Conversely, if telomerase activity is high, telomere length is maintained, and cellular senescence is delayed. This is the case in cancer cells, which can be considered to have eternal life. Certain inherited diseases, in contrast, are characterized by a defective telomerase, resulting in damaged cells. The award of the Nobel Prize recognizes the discovery of a fundamental mechanism in the cell, a discovery that has stimulated the development of new therapeutic strategies.

    The mysterious telomere

    The chromosomes contain our genome in their DNA molecules. As early as the 1930s, Hermann Muller (Nobel Prize 1946) and Barbara McClintock (Nobel Prize 1983) had observed that the structures at the ends of the chromosomes, the so-called telomeres, seemed to prevent the chromosomes from attaching to each other. They suspected that the telomeres could have a protective role, but how they operate remained an enigma.

    When scientists began to understand how genes are copied, in the 1950s, another problem presented itself. When a cell is about to divide, the DNA molecules, which contain the four bases that form the genetic code, are copied, base by base, by DNA polymerase enzymes. However, for one of the two DNA strands, a problem exists in that the very end of the strand cannot be copied. Therefore, the chromosomes should be shortened every time a cell divides – but in fact that is not usually the case (Fig 1).

    Both these problems were solved when this year's Nobel Laureates discovered how the telomere functions and found the enzyme that copies it.

    Telomere DNA protects the chromosomes

    In the early phase of her research career, Elizabeth Blackburn mapped DNA sequences. When studying the chromosomes of Tetrahymena, a unicellular ciliate organism, she identified a DNA sequence that was repeated several times at the ends of the chromosomes. The function of this sequence, CCCCAA, was unclear. At the same time, Jack Szostak had made the observation that a linear DNA molecule, a type of minichromosome, is rapidly degraded when introduced into yeast cells.

    Blackburn presented her results at a conference in 1980. They caught Jack Szostak's interest and he and Blackburn decided to perform an experiment that would cross the boundaries between very distant species (Fig 2). From the DNA of Tetrahymena, Blackburn isolated the CCCCAA sequence. Szostak coupled it to the minichromosomes and put them back into yeast cells. The results, which were published in 1982, were striking – the telomere DNA sequence protected the minichromosomes from degradation. As telomere DNA from one organism, Tetrahymena, protected chromosomes in an entirely different one, yeast, this demonstrated the existence of a previously unrecognized fundamental mechanism. Later on, it became evident that telomere DNA with its characteristic sequence is present in most plants and animals, from amoeba to man.


    An enzyme that builds telomeres

    Carol Greider, then a graduate student, and her supervisor Blackburn started to investigate if the formation of telomere DNA could be due to an unknown enzyme. On Christmas Day, 1984, Greider discovered signs of enzymatic activity in a cell extract. Greider and Blackburn named the enzyme telomerase, purified it, and showed that it consists of RNA as well as protein (Fig 3). The RNA component turned out to contain the CCCCAA sequence. It serves as the template when the telomere is built, while the protein component is required for the construction work, i.e. the enzymatic activity. Telomerase extends telomere DNA, providing a platform that enables DNA polymerases to copy the entire length of the chromosome without missing the very end portion.

    Telomeres delay ageing of the cell

    Scientists now began to investigate what roles the telomere might play in the cell. Szostak's group identified yeast cells with mutations that led to a gradual shortening of the telomeres. Such cells grew poorly and eventually stopped dividing. Blackburn and her co-workers made mutations in the RNA of the telomerase and observed similar effects in Tetrahymena. In both cases, this led to premature cellular aging – senescence. In contrast, functional telomeres instead prevent chromosomal damage and delay cellular senescence. Later on, Greider's group showed that the senescence of human cells is also delayed by telomerase. Research in this area has been intense and it is now known that the DNA sequence in the telomere attracts proteins that form a protective cap around the fragile ends of the DNA strands.

    An important piece in the puzzle – human aging, cancer, and stem cells

    These discoveries had a major impact within the scientific community. Many scientists speculated that telomere shortening could be the reason for aging, not only in the individual cells but also in the organism as a whole. But the aging process has turned out to be complex and it is now thought to depend on several different factors, the telomere being one of them. Research in this area remains intense.

    Most normal cells do not divide frequently, therefore their chromosomes are not at risk of shortening and they do not require high telomerase activity. In contrast, cancer cells have the ability to divide infinitely and yet preserve their telomeres. How do they escape cellular senescence? One explanation became apparent with the finding that cancer cells often have increased telomerase activity. It was therefore proposed that cancer might be treated by eradicating telomerase. Several studies are underway in this area, including clinical trials evaluating vaccines directed against cells with elevated telomerase activity.

    Some inherited diseases are now known to be caused by telomerase defects, including certain forms of congenital aplastic anemia, in which insufficient cell divisions in the stem cells of the bone marrow lead to severe anemia. Certain inherited diseases of the skin and the lungs are also caused by telomerase defects.

    In conclusion, the discoveries by Blackburn, Greider and Szostak have added a new dimension to our understanding of the cell, shed light on disease mechanisms, and stimulated the development of potential new therapies.

    Elizabeth H. Blackburn has US and Australian citizenship. She was born in 1948 in Hobart, Tasmania, Australia. After undergraduate studies at the University of Melbourne, she received her PhD in 1975 from the University of Cambridge, England, and was a postdoctoral researcher at Yale University, New Haven, USA. She was on the faculty at the University of California, Berkeley, and since 1990 has been professor of biology and physiology at the University of California, San Francisco.

    Carol W. Greider is a US citizen and was born in 1961 in San Diego, California, USA. She studied at the University of California in Santa Barbara and in Berkeley, where she obtained her PhD in 1987 with Blackburn as her supervisor. After postdoctoral research at Cold Spring Harbor Laboratory, she was appointed professor in the department of molecular biology and genetics at Johns Hopkins University School of Medicine in Baltimore in 1997.

    Jack W. Szostak is a US citizen. He was born in 1952 in London, UK and grew up in Canada. He studied at McGill University in Montreal and at Cornell University in Ithaca, New York, where he received his PhD in 1977. He has been at Harvard Medical School since 1979 and is currently professor of genetics at Massachusetts General Hospital in Boston. He is also affiliated with the Howard Hughes Medical Institute.

    Want a high-resolution image that you can use in your class TODAY to illustrate the discovery for which today's Nobel Prize was given? Just click here.



    Want to know more?

    Video of the Nobel Prize announcement

    Video of interview after the announcement explaining the story behind the discovery

    Press Release on the award

    [The above resources also have links to interviews with these Nobel laureates and photos of them and their work.]


    Original Journal References:

    Cloning yeast telomeres on linear plasmid vectors.
    Szostak JW, Blackburn EH.
    Cell 1982; 29:245-255.

    Identification of a specific telomere terminal transferase activity in Tetrahymena extracts.
    Greider CW, Blackburn EH.
    Cell 1985; 43:405-13.

    A telomeric sequence in the RNA of Tetrahymena telomerase required for telomere repeat synthesis.
    Greider CW, Blackburn EH.
    Nature 1989; 337:331-7.

    [Some of the material in this article came from a press release from the Nobel organization.]