Tuesday, March 31, 2009

AAA likes The A&P Professor

News flash
A recent piece in American Association of Anatomists (AAA) News highlights the advantages of The A&P Professor website, blog, and FREE newsletter.

According to the article in the Hotlinks section of the AAA newsletter, The A&P Professor is a "good resource for faculty teaching anatomy and physiology."

That's a great compliment, considering that AAA itself is a good resource for A&P professors. For example, check out their list of links related to teaching and learning human anatomy. I'm a member . . . you should consider joining, too!

Thanks, AAA!

[See American Association of Anatomists News. Volume 18 Number 1 March 2009 p.27]

Consiousness signature


What and where is the mind? An ancient and intriguing question that still has not been answered by modern science. Scores of books have been released in the last few years that propose different theories, many at odds with one another. And none yet with a definitive theory of what consciousness really is.

Of course we know consciousness when we see it, right? Perhaps most of the time. But what about those painful situations where we just don't know for sure whether a person is conscious, or at what level . . . or perhaps they are even "brain dead." A way to objectively measure consciousness could be a very useful tool indeed.

A recent article in New Scientist summarizes new data published in the PLoS (Public Library of Science) Biology journal about the possible discovery of a consciousness signature. Researchers found that there is a dynamic pattern of interaction of brain regions when a person is conscious that is distinct from activity seen when not conscious . . . or at least not focused ( a low level of consciousness).

While there's a lot to be argued over here, it's an interesting development. One that you can add to your arsenal information when the questions about mind vs. brain come up in your A&P course.

'Consciousness signature' discovered spanning the brain
A. Ananthaswamy
New Scientist online 17 March 2009
[Great summary of the original research and its place in the overall discussion of the theories of consciousness. Has links to some very good similar stories.]

Converging Intracranial Markers of Conscious Access
Gaillard R, et al.
PLoS Biology Vol. 7, No. 3, e61 doi:10.1371/journal.pbio.1000061
[The original FREE research article with a useful "Author Summary" that boils it down for nonexperts. Includes some great images you can use in class for related topics.]

For other FREE journals like PLoS Biology, please see my list of FREE JOURNALS.

Quick and easy narrated screen captures


My friend Tom Lancraft recently shared with me some short videos outlining how to use the new (to me) ANGEL platform we are adopting for our HAPS Institute courses. He used FREE software called Jing.

I was intrigued by how fast he was able to produce these, then quickly email us a link to the finished demo. So I checked it out and tried it myself (of course). What a great (and EASY) little program to quickly put together a narrated screen capture to send to students or colleagues that need help that is better seen and heard.

Here's a sample of a little Jing presentation that I made in just five minutes:


My sample has a small webcam shot in the corner, which was done by merely placing my webcam capture window alongside the browser window I wanted to demonstrate. To show you how flexible this approach is. Probably most of the time, you'd just use the browser window alone. Or PowerPoint screen, or lab software screen, or whatever.

If you want to learn more about Jing, check out this recent posting in my blog The Electronic Professor:
Jing screen-capture service
Kevin Patton
The Electronic Professor 19 March 2009
Do you have experience with Jing or some other way of making video demos? Questions? Then use the blog's *Comments* feature to connect with the rest of us!

And don't forget my FREE software page at The A&P Professor website!

Tuesday, March 24, 2009

Updated newsletter format

News flash
Those of you who subscribe to The A&P Professor email newsletter, you have already noticed the sleek new look of your newsletter.

For those of you who don't subscribe, why not?

The newsletter is a FREE weekly summary of the latest blog entries from The A&PProfessor blog. It's an easy and convenient way to keep up with what's going on in your favorite forum for news, updates, and FREE stuff related to the teaching and learning of human anatomy and physiology.

To subscribe, use the form here:
Enter your Email




Preview | Powered by FeedBlitz
If you want to preview the new look of newsletter, click this link: The A&P Professor Preview

The new look sports a new banner similar to that seen in the blog and website.

It also features summarized blog entries so that you can quickly scan through the entries to see what's there at a glance. That way, you don't have scroll through (sometimes) long articles just to see what the main stories are for the week. And there's no worry of clogging up your mailbox with huge files.

In the weeks ahead look for expanded content in the blog and newsletter, too!

[Some forms and other features may not appear in the feed or newsletter form of this article. Go to The A&P Professor blog to see these features.]

More on stem cell policy


Last week I discussed scientific controversies in the news. I forgot about this interview on Science Friday not long ago:

AAAS President Peter Agre: Science Friday host Ira Flatox talks with Peter Agre, a Nobel laureate and the incoming president of the American Association for the Advancement of Science, about the intersection of science and public policy.

The interview, which also features guest Evan Snyder (who directs a stem cell research program), was first broadcast Friday, March 13, 2009.

Adapted from the NPR website.

Epidural hemotoma example


Tragedies such as the accidental death of actress Natasha Richardson can be opportunities for teaching and learning.

Apparently, what seemed like a minor fall during a skiing lesson in Canada caused epidural bleeding that eventually resulted in the tragic death of a beloved celebrity. While it is fresh in everyone's mind, we have an excellent opportunity to teach and learn about the anatomy of the brain and meninges . . . and apply it to "real" life and death.

This story may also be an interesting basis for a case study to discuss in class or use on a test or exam.

The news report on NBC Nightly News (in the player below) includes a graphic explanation of the problem.

Additional resources given below may also be useful in discussing the subject in class.

The Nightly News report:


Also from MSNBC, this one focused on the anatomical/medical aspects of the tragedy (a bit more detailed than the previous clip):


Here's a clip that shows some interesting medical images of epidural hemotoma:


Here are some links to images that you can use to teach this information:



Diagram of skull and meninges
(FREE from Gray's Anatomy)




Epidural hematoma seen in CT scan







Diagram of epidural hematoma






Cadaver dissection
(links to other medical photos also)





See also

[NOTE: Please check copyright permissions if you plan to import and use any of these images or other rescources]

It's almost too late!


A while back I mentioned all the benefits of participating in HAPS Institute (HAPS-I), the Human Anatomy and Physiology Society's professional continuing education program for A&P professors that offers short, flexible graduate biology courses.

We have four courses that begin soon . . . April 15. These courses involve both online work and sessions at the upcoming 2009 Annual HAPS Conference in Baltimore MD at the end of May.

Two of those courses still have some room in them . . .

Advances in Anatomy & Physiology 2009 (2 graduate credits)
  • A great "first experience" in HAPS Institute
  • Begins online April 15, 2009
  • Learners engage the material presented in the conference Update Seminars more fully than just "walking in cold"
  • Learners have a chance to discuss the seminar presentations together to find those gems that we can "take back to our classroom."
  • Faculty: Ellen Arnestad and Kevin Patton
Advanced Respiratory Biology (2 graduate credits)
  • A reprise of last year's wildly popular course
  • Explore the "in and outs" of the respiratory system for a fully understanding
  • Begins online April 15, 2009
  • Features master teacher Mary Pat Wenderoth of University of Washington
The program also offers a completely online course . . . but there are only a couple of spots left!

Best Practices in Hybrid & Online Teaching of A&P (2 credits)
  • No conference attendance required
  • Begins online May 1, 2009
  • Taught by online A&P experts Tom Lancraft and Janice Yoder Smith
  • Great credential to have in your portfolio!
Want more information? Follow these links . . .

Here's the outside of the HAPS-I brochure

(use the frame buttons to ZOOM, then scroll or print)


Here's the inside of the HAPS-I brochure

(use the frame buttons to ZOOM, then scroll or print)


[The video players and other features may not be visible in a feed or newsletter item. Go to The A&P Professor blog to view these features.]

Tuesday, March 17, 2009

Science controversies in the news


Some recent news items provide us with good opportunities to bring up in our classes important issues about how science is done and the interplay between culture and science.

In previous blog posts, I've chatted about how best to teach the scientific method:
Is the scientific method working?
Kevin Patton
The A&P Professor blog 11 Nov 2008
[My previous discussion of how the scientific method is understood and taught]
I think it is important to discuss mistakes and misunderstandings--and what mechanisms there are to correct them--to impart a full understanding of how science works in the real world. I also think it's important to recognize that our culture affects science--and how science affects our culture.

One of them is the recent lifting of a U.S. ban on embryonic stem cell research.

A few years ago, we in Missouri were asked to vote on a statewide proposition to permit embryonic stem cell research and to permit patient access to therapies using embryonic stem cell science. As the pros and cons were being debated across kitchen tables across the state, several threads on this topic appeared in the optional online forum in my A&P course. We'd been talking about stem cells, so this was an appropriate use of the forum.

The spontaneous debates involved questions that were researched and answered by other students. I watched, but stayed completely out of it. It turned out to be a "learning moment" for many as they increased their understanding of science and their understanding of how science and culture relate. And I think many of them came to understand themselves as individuals better.

So now may be a good time to discuss the recent change in federal government policy regarding stem cell research:
Obama to lift restrictions on embryonic stem cell research
Lisa Stein
Scientific American online 6 March 2009
[Summary article from the 60-second Science Blog includes hyperlinks to original sources and definitions]
Donor-Derived Brain Tumor Following Neural Stem Cell Transplantation in an Ataxia Telangiectasia Patient
Amariglio N, et al.
PLoS Medicine Vol. 6, No. 2, e29 doi:10.1371/journal.pmed.1000029
[Recent FREE research article illustrates one of the risks of using stem-cell therapies, a point often made during debates about stem cell research. The included Editor's Summary is a great tool for students and teachers. The summary includes links to good information about stem cell research.]

Here's a video summarizing issues regarding the recent change:

[The video player embedded here may not appear in your news feed or emailed newsletter. Go to The A&P Professor blog to access the video viewer. Go to The A&P Professor website to learn how to embed the video in your PowerPoint or webpage . . . or simply link to it from your own email or webpage.]

Some discussion starters:

  • What is stem cell research?
  • What are its potential benefits? Its potential risks?
  • What are the sources of embryonic stem cells? How do such sources relate to different cultural beliefs and positions?
  • How is science affected by culture? How is culture affected by science?

Another topic in the news lately involves anesthesiologist Scott Reuben, who faked at least 21 important research studies in pain management during orthopedic surgeries. His fictional studies may have impacted millions of patients worldwide.

A Medical Madoff: Anesthesiologist Faked Data in 21 Studies
Brendan Borrell
Scientific American online 10 March 2009
[Nice summary of the story, with links to sources and other information]

A Listing of the Twenty-One Fabricated Studies by Dr. Scott Reuben
Mike Adams
NaturalNews.com 16 March 2009

Here's a Real Audio clip about the controversy:
Medical Studies Allegedly Fabricated
Bob Oakes
WBUR (NPR affiliate) 11 March 2009

[Includes nice discussion of the bigger picture.]
Here's a video clip on the story:

[The video player embedded here may not appear in your news feed or emailed newsletter. Go to The A&P Professor blog to access the video viewer. Go to The A&P Professor website to learn how to embed the video in your PowerPoint or webpage . . . or simply link to it from your own email or webpage.]


Some discussion starters:

  • What are the possible effects of faking medical research?
  • What is currently done to prevent fake research from being published? Considering this case, is that enough?
  • Should the scientific method be changed?
  • What might be some motives a scientist has to fake research findings?

Tuesday, March 10, 2009

Getting a Clear View


If you are using any of my textbooks in your A&P course, you have probably already seen the nifty Clear View of the Human Body . . . a set of opaque and transparent overlays that allow you to peel away layers of the body in a sort of virtual dissection.

I recently posted this tip to my blog for students The A&P Student . . .

DO NOT FORGET that the CLEAR VIEW is there!

A lot of students look at it when they first get the book and are thumbing through the pages marveling at all the interesting artwork and photos (and trying to size up how interesting or difficult the course may be). But as they get involved in the learning process, many students forget that the Clear View is there . . . and miss out on using this valuable tool.

Why use the Clear View? It's a great way for students to develop their concept of the spatial relationships of the body . . . that is, how all the organs "fit together."

To see my tip for students go to Using the Clear View of the Human Body.

To provide a link to my YouTube video that walks through the Clear View use this URL:

Preview it here yourself first:


[The video player embedded here may not appear in your news feed or emailed newsletter. Go to The A&P Professor blog to access the video viewer. Go to The A&P Professor website to learn how to embed the video in your PowerPoint or webpage . . . or simply link to it from your own email or webpage.]

Photo by mnadi at flickr.com

Mitochondrial problems


In my A&P course, we spend a lot of time on cell biology before "jumping in" to the systems.

That's because they're often a bit weak in this area coming in—and even more often don't have up-to-date information.

Although this provides a firm foundation for nearly everything that follows in the course, my students often wonder . . . do we really need to know all this stuff?

It's sure hard to see why knowing about all the ins and outs of mitochondria, for example, are important to understanding people.

A recent feature article in Science News does a great job of bringing home why its important to know this. The article talks about the mitochondrial aging theory and new information linking mitochondrial dysfunction to disease and aging.

[NOTE: The mitochondrial theory of aging is discussed, and illustrated, in Chapter 33 of my textbook Anatomy & Physiology]

Some key facts revealed in the article include:

  • scientists think that millions of us may suffer from mitochondrial problems

  • mitochondrial dysfunction may be a mechanism of Alzheimer disease, Parkinson disease, diabetes mellitus, cardiovascular disease, cancer, obesity, and more

  • mitochondrial mechanisms are now thought to be so central to understanding disease processes, the NIH is now encouraging additional mitochondrial research

  • the reason low-calorie diets may prolong life is because it keeps the mitochrondria from producing an excess of free radicals that contribute to aging

  • physical and mental activity produce similar anti-aging effects

  • researchers are investigating treatments that take advantage of knowledge of mitochondrial function

This is a great article to give students to chew on. Or to simply point to as a good reason why it's important to know about mitochondria . . .and other cellular structures and mechanisms.

Here's the article, along with some additional resources on the topic . . .

Mitochondria Gone Bad
by Laura Bell
Science News 28 February 2009, Vol.175 #5 (p.20)
[Great feature article available FREE online. Includes nice artwork.]

Mitochondria as Chi
Douglas C. Wallace
Genetics
. Vol. 179, 727-735. June 2008.
[Extensive FREE full-text article with an interest twist: a link to ancient Asian medicine. Includes FREE PowerPoint slide you can use in your course.]

Mitochondrial Medicine for Aging and Neurodegenerative Diseases
P. Hemachandra Reddy
Neuromolecular Medicine, 2008. DOI 10.1007/s12017-008-8044-z
[FREE abstract and preview.]

Mitochondrial biology and oxidative stress in Parkinson disease pathogenesis
Henchcliffe, C., and M.F. Beal.
Nature Clinical Practice
2008. 4(November):600-609. doi:10.1038/ncpneuro0924
[Connect mitochondrial dysfunction to PD. Several FREE PowerPoint slides you can use in your course.]

Medication-induced mitochondrial damage and disease
Neustadt, J., and S.R. Pieczenik
Molecular Nutrition & Food Research 2008. 52:780–788. DOI 10.1002/mnfr.200700075
[FREE abstract of research report.]

The mitochondrial theory of aging and its relationship to reactive oxygen species damage and somatic mtDNA mutations
Loeb, L. et al. Proceedings of the National Academy of Sciense U S A. 2005 December 27; 102(52): 18769–18770.
[Article summarizes the mitochondrial theory of aging. Includes FREE image.]



Here's a video on mitochondrial disease:



[The video player embedded here may not appear in your news feed or emailed newsletter. Go to The A&P Professor blog to access the video viewer. Go to The A&P Professor website to learn how to embed the video in your PowerPoint or webpage . . . or simply link to it from your own email or webpage.]

Tuesday, March 3, 2009

Net calories

We're teaching about metabolism and nutrition . . . then comes the perennial question for which we have no good answer:

"Well then, which diet is best?" Meaning, which of the popular weight-reduction diets du jour are most scientifically sound, based on what we've just learned?

This is a great question!

Not because I have a great answer--I don't.

It's a great questions because I don't have an easy answer. We (meaning "the science community") simply don't know enough yet to say for sure. So it's a great question to talk about that aspect of how science works.

It's also a great starting point to ask, "based on what we are learning now, which do you think would be best?" This opens up possibilities to apply concepts, such as
  • how nutrients are converted to different forms (lipids, carbs, proteins),
  • how nutrients are stored in the body,
  • how metabolism works,
  • what an energy budget is,
  • how metabolic imbalances can created pH imbalances and other problems,
  • the role of vitamins and minerals in the body,
  • the role of fiber in the digestive tract,
  • what metabolic rates are,
  • the role of hormones,
  • and . . . well . . . this list goes on and on . . .
One concept that I often emphasize in this context is the balance between how many calories come in to the body (food calories) and how many calories go out of the body (metabolic calories expended). Much of the difference is stored* . . . and the favorite way we store it is as body fat. This concept is emphasized in my textbooks as well.

But what about all these different approaches to weight-loss dieting. Or just having a healthy diet in general? What about:
  • low-fat vs. high-fat diets
  • good-fat vs. bad-fat diets
  • low-carb vs. high-carb diets
  • processed foods vs. unprocessed foods
  • high-sodium vs. low-sodium diets
  • high-fiber vs. low-fiber diets
  • and this list also goes on and on . . .
You've probably heard about the latest news on this topic . . . something that can inform your next discussion of this topic . . . and perhaps spark additional discussions, eh?

A study recently published in the New England Journal of Medicine suggests that the best weight-reduction diet is as simple as reducing calories in a diet that can include just about anything, as long as it's proportionally high in "heart-healthy" foods such as vegetables and fish.

So the "it's all about the calories" notion is pretty close to the mark, eh?

Want to know more? Check out these resources:

Weight-Loss Winner: A Diet High in Fiber, Low in Calories
by Coco Ballantyne
Scientific American online. 25 February 2009
[FREE article summarizes the recent study]

Stick to a Low-Calorie Diet and It Will Work

by Nathan Seppa
Science News online. 25 February 2009
[Another FREE summary of the recent study]


Comparison of weight-loss diets with different compositions of fat, protein, and carbohydrates.
Sacks, F.M., et al. 2009.
New England Journal of Medicine 360(Feb. 26):859-873.
[FREE full-text article about the latest research.]


The Science of Weight Loss
Scientific American online. Accessed 27 February 2009
[FREE set of online resources related to this topic.]


Calorie Calculator
freedieting.com Accessed 27 February 2009
[FREE online calculator estimates the daily calorie needs of an individual based on age, gender, size, exercise habits, etc. Has advanced options and links to additional calculators. Interesting class, lab, online, small-group, or homework activity.]


* some of the calories are lost in the feces

[photo by NatalieTraynor at Flickr.com]

My use of clickers

I've already sung the praises of using student response systems (clickers) as a really effective teaching tool.

I know you don't believe me. I didn't believe the "true believers" either . . . for a while. But eventually I "got it" and well . . . forgive me . . . I'm now a missionary for the cause.

Want to hear my "testimony" . . . even if it's just to knock holes in it?

i>clicker, the company that makes the system that I use, has recently published my case at their website . . . along with testimonials from other biology faculty (and faculty across many disciplines).

Check out My clicker case at my The Electronic Professor blog for an intro to my case . . . and the link to find it.

Thursday, February 26, 2009

Prions involved in Alzheimer disease?


Does your A&P textbook explain what prions are and how they can become involved in disease?

Mine does.

Besides their roles in "mad cow" disease and vCJD (variant Creutzfeldt-Jakob Disease), it turns out that these mysterious proteins may be involved in additional disease mechanisms in additional, unexpected ways.

Today, Science News published a great summary article on how researchers have evidence that leads them to suspect that normal prion proteins (pictured) present in the brains of mice may play a role in the development of Alzheimer disease. (The usual functions of normal prion proteins have not been fully explained yet. This research may help to further unravel that mystery as well.)

To find out more, check out:

Prions Complicit in Alzheimer's Disease
L. Sanders Science News accessed 25 February 2009
[Summary article explaining the new findings and possible implications]


'Harmless' prion protein linked to Alzheimer's disease
H. Ledford Nature 25 February 2009

[Summary article featuring a great image of the amyloid-β peptides associated with AD]


Cellular prion protein mediates impairment of synaptic plasticity by amyloid-b oligomers.
Lauren, J., et al. Nature 457, 1128-1132 (2009). In press. doi:10.1038/nature07761
[The original research article cited in the above summaries. Not yet available online.]


Here's a video (a bit dated, but still useful):



[The video player embedded here may not appear in your news feed or emailed newsletter. Go to The A&P Professor blog to access the video viewer. Go to The A&P Professor website to learn how to embed the video in your PowerPoint or webpage . . . or simply link to it from your own email or webpage.]

Reading the textbook

Many students have difficulty reading their A&P textbook.

Duh-uh. This isn't news to you, is it?

Right. My point exactly!

What can we as teachers do? I mean besides our typical strategy of lamenting about how both poor readers and good readers simply do not read their A&P books . . . at least not enough to satisfy us . . . and certainly not enough to get a lot out of their reading.

One option is to strongly encourage them to use specific strategies to make reading the textbook easier and more efficient. "More efficient" means "less time reading" so they should like this idea, eh?

I just posted an article at my blog for students The A&P Student that you can send your student to for some specific tips on reading their textbook:


Another option is to think about adopting an A&P textbook that is specifically designed for reading efficiency.

Our newly revised Anatomy & Physiology has been developed with this concern about reading in mind. Using the advice of learning specialists, reading teachers, study skills instructors, and ESL experts, we have have applied what is known about reading efficiency to the design of our book as well as to the style of writing.

It's not "dumbed down" but is written in uncommonly clear language that improves the flow of reading--and the ease of comprehension. We've also split several of the longer chapters found in most A&P textbooks into smaller chunks that are easier to "digest" because there are fewer new concepts per chapter. Within chapters, we've also made the individual sections smaller and therefore more comprehensible. An added benefit is that the additional section headings make it easier for the reader to put all the parts into an organized context as they read.

For more information about our new edition, contact your Elsevier representative or check out the brochure. Or chat with me! kevin@theAPprofessor.org

Tuesday, February 17, 2009

It's here!


The new seventh edition of my textbook Anatomy & Physiology is hot off the presses!

I'm really exciting about this edition . . . for a number of reasons.

For example:
  • It features a new type of creative paging that puts all the illustrations and tables near the portions of the text that refer to them . . . or at least as close as is possible.

  • The art program has been completely revised. The art is more attractive, easier to use, and more useful for learning.

  • It features many new features, such as chapter summary podcasts, online A&P Connect articles related to text content, and more.

  • This narrative text has been revised to improve reading efficiency for all readers . . . expert readers as well as those who struggle with reading.
And that's just the tip of the iceberg!

Want to learn more? I'll be sharing more over the next few weeks in The A&P Professor blog. In the mean time, check out the online brochure and talk to your Elsevier/Mosby sales rep!

Placebo doping?


Here's another twist on doping in athletes . . .

. . . recall that in previous blog posts I explored several types of doping: blood doping, drug doping, genetic doping, and so on. In a recent article on the placebo effect that I read in Scientific American Mind I learned about a new kind of doping . . . that is legal, apparently.

Morphine is on the banned list for athletic doping. An advantage of using morphine would be to reduce pain during an intense athletic event--pain that could reduce performance. According to a sidebar in the article, studies show that if an athlete is given morphine during training (which is legal), then abstains long enough for the morphine to clear the system, then takes a saline injection (placebo) on the day of competition, the athlete experiences reduced pain.

If this turns out to work consistently, with many different athletes, I wonder if use of drugs during training will be banned.

For more on doping, see my article at The A&P Professor website.

Here's the article on placebos:

Placebo Effect: A Cure in the Mind
Maj-Britt Niemi
Scientific American Mind online, February 2009


Here's the research behind the "doping" by placebo concept:

Opioid-Mediated Placebo Responses Boost Pain Endurance and Physical Performance: Is It Doping in Sport Competitions?
F. Benedetti, et al.
The Journal of Neuroscience, October 31, 2007, 27(44):11934-11939; doi:10.1523/JNEUROSCI.3330-07.2007

Tuesday, February 10, 2009

Homeostasis mini lesson


Because I want my students to have a thorough understanding of homeostasis before moving into their study of human physiology in our A&P course, I spend a LOT of time on this topic during the first week of class.

Because the concept of homeostasis is usually new to my students . . . and because I use three different analogies in an attempt to "get at" what homeostatic control really means . . . I provide them with some "extra" material on homeostasis online. I call this module a "mini lesson" and it's intended as a supplement to what they already get in the textbook and the lecture/discussion session.

My "homeostasis mini lesson" includes three analogies of how homeostasis maintains balance in the body:

1. The fishbowl model compares the human body to an aquarium. Health of the system requires stability of the fluid environments inside the tank. Various devices (like organs) operate to maintain that stability (of temperature, oxygen level, etc.).

2. The engineered control system model uses a engineered thermostat to show students how automatic control sytems that maintain stability in a system are designed. This also helps introduce students to the essential terminology of homeostasis, which is borrowed from engineering.

3. The Wallenda model uses the famous family of circus wire-walkers to illustrate some additional concepts of balance in the body, such as how negative feedback helps keep us close to the set point.

Check out my Homeostasis Mini Lesson at my Lion Den website.

[NOTE: You are welcome to use the information in your own course by linking to my Mini Lesson. You may also use my material in your handouts (not for general publication) if you agree to cite the source as "Copyright Kevin Patton, lionden.com"]

Go to the Homeostasis models page of The A&P Professor blog for an expanded version of this article that also includes:
  • Specific teaching tips for each model
  • FREE slide sets that you can use in your course
  • FREE video clips that you can use in your course

Promote napping by students!


Research shows that a short, five- or ten-minute nap after class or after studying can improve learning.

Yesterday, I posted this study tip at my blog for students, The A&P Student at theAPstudent.org .

If any of your students are readers, you may find them out in the hall napping after class today! (And if your students are not readers of my student blog, why not?)

A current theory is that during the process of falling to sleep we sort through our recent memories and possibly filter and organize them. This may "lock in" important memories of what was learned in the classroom or while reading the textbook or studying.

Hmmmm . . . perhaps colleges should offer more napping spaces in classroom buildings to enhance learning. Not a bad idea, eh? Let's all take this idea to our deans right now!

This is the quick summary I gave to the students from NewScientist:

Are catnaps as beneficial as actual sleep?
Colin Barras
NewScientist 21 February 2008

Here are some additional resources
(professors always like to know "a little more" than our students right?)

An ultra short episode of sleep is sufficient to promote declarative memory performance
OLAF LAHL, CHRISTIANE WISPEL, BERNADETTE WILLIGENS, REINHARD PIETROWSKY
Journal of Sleep Research 17(1):3-10. 2008.
DOI: 10.1111/j.1365-2869.2008.00622.x
[The research cited by the NewScientist article above.]

Sleep hormone may make you forget

Roxanne Khamsi
NewScientist 16 November 2007
[Melatonin supplements theoretically may block the memory-enhancing effects of sleep.]


Needles lessen pain


My five-year-old son would disagree: his recent visit to the pediatrician involved FIVE injected vaccines. Try telling him that needles lessen pain! To him, needles cause pain!

But many folks turn to acupuncture for pain relief . . . especially when more traditional therapies don't seem to work . . . or have possible unwanted side effects.

Science News recently published an item that describes recent research that appeared in the British Medical Journal and found that in a blind study, patients treated with needles fared slightly better than those getting standard care. Probably clinically irrelevant. But here's the twist: both the group that received acupuncture (needle sticks at prescribed locations of the body) and the group that received random needle sticks experienced a small amount of pain relief! In fact, those who received the "sham" version of acupuncture did a little better then those in the "real" acupuncture group. Hmmm.

For me, this raises as many questions as it answers. But in any case, it gives me more information than I had before regarding acupuncture and pain therapy . . . questions that do often come up in classroom discussions.

To read the article I mentioned, use this link:

Needles Can Stick It to Pain
Nathan Seppa, Science News online, February 3, 2009

The original research article about these findings:

Acupuncture treatment for pain: systematic review of randomised clinical trials with acupuncture, placebo acupuncture, and no acupuncture groups
Matias Vested Madsen, Peter C Gøtzsche, Asbjørn Hróbjartsson
British Medical Journal 2009;338:a3115, doi: 10.1136/bmj.a3115 (Published 27 January 2009)
[NOTE: The full article is available FREE]

Additional resources:

Does acupuncture relieve pain?
Adrian White, Mike Cummings
British Medical Journal 2009;338:a2760, doi: 10.1136/bmj.a2760 (Published 27 January 2009)
[NOTE: The full editorial is available FREE]

National Center for Complementary and Alternative Medicine
National Institutes of Health (NIH) site on acupuncture



And now for something completely different:




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Tuesday, February 3, 2009

Scared to death?


The fight-or-flight response is meant to protect us from harm, right?

But can it kill us? Can we literally be scared to death?

Doesn't this sound like the kind of question likely to come up during an A&P class?

Scientific American magazine recently asked this question when an elderly North Carolina woman suffered a heart attack when surprised by an escaping bank robber . . . and the authorities charged the man in the death of the woman for "scaring her to death."

Find out what the experts say . . . a great application of A&P that you can share with your students.

Can a person be scared to death?

by C. Ballantyne Scientific American online January 30, 2009

[AP report on the North Carolina story]

Of related interest . . .

Factoring Fear: What Scares Us and Why

Can We Control Our Fears?

Heart Attack Panic

Why Do We Panic?

Penile fractures, pop culture, and job security


In my blog for students The A&P Student, I recently pointed out that they of course want to apply their increasing expertise in human anatomy and physiology to their experience of popular culture.

They've already probably caught themselves second-guessing some of the diagnoses of Dr. House's team . . . at least those lame ones offered during the first fifteen minutes of an episode. Or the really off-the-mark versions of human structure and function woven into episodes of Fringe.

I told them to get used to it. Apparently, the big money that goes into TV and movie productions does NOT go to anyone who passed a basic A&P course!

Dr. Patton's Theory of Media Science (Dr. P's TMS) . . .
which I just made up after years of mulling it over . . . and shouting it to my television screen . . . states that

"biological accuracy of a science-based fictional media production is inverse to the total budget for special effects in the production."

My hope is that producers will eventually recognize the validity of my theory, and the growing population of A&P-educated viewers who can spot a stupid science "fact" that really doesn't have to be there to make the story flow or to keep the special effects within budget or allow for a snappy movie or episode title.

Then these cutting-edge producers will spring for a modest fee for an A&P consultant in each production. Which will spur an increasing demand for graduates of my A&P courses. Which will increase my job security. And then perhaps one day this trend will help me find a part-time job when I retire . . . perhaps an A&P consulting job that also involves brief, well-paid, guest-starring roles and sharing beers and pizza with my favorite TV and movie stars.

However, a recent episode of Grey's Anatomy (season 5, episode 513) brought up an anatomical issue that is rarely discussed in A&P courses . . . and so A&P students might wonder "can this be true?!" Or even, "PLEASE tell me this cannot be true!"

Yes, as I'm sure you already know, one CAN break a penis. In fact, it's a more common injury than most people suspect.

Why don't we hear about it more often?

First, if you or your partner has broken a penis, would you be talking it up everywhere you go . . . as one might with a broken leg? Second, let's face it . . . one would have a cast that's out there asking to be asked about, right? Third, at least in my part of the world . . . we simply don't talk much (out loud, in public) regarding anything having to do with sex. (In fact, some reading this will shudder at my bringing it up in a blog for students or professors . . . if they've even read this far. Click here if you have a problem with it.)

Want to know more, so your A&P lecture is up to date with the latest trends in pop culture?

Try this straightforward . . . and easy to understand . . . article from Scientific American.


You'll learn a lot of useful A&P, you'll be ready for the inevitable classroom discussion on this topic, and you'll be all set for a future career as a TV/movie consultant after you retire!

Want to know even more useful (and possibly career-enhancing) facts related to the sex organs? Then check out this book:
Skin Flutes & Velvet Gloves: A Collection of Facts and Fancies, Legends and Oddities About the Body's Private Parts

Fun fact. . .
The television show Grey's Anatomy is a word play on the title of a famous medical anatomy text by Henry Gray called Gray's Anatomy. Notice the difference in spelling. Originally published over 150 years ago (1858), the current edition remains a leader among the best available references to the human body (and now comes in many different variations to suit different needs). See my recent blog post The Anatomist for more.

Engineer's view of biological systems


A recent article in PLoS Biology takes a brief look at "an engineer's view of biology."

In this essay, the authors clearly summarize what they see as the advantages of looking at biological systems through the lens of engineered systems, in order to better understand biology. They further contend that simple "cartoon" conceptions of biological systems can be as useful as more complicated mathematical modeling (that is, both have their places).

Of course, this idea of "an engineered system" as an analogy is usually one of the first principles that we introduce to our students in an A&P course: feedback control systems that maintain homeostatic balance.

We introduce terms like variable, disturbance, sensor, set point, integrator, effector, and so on as biological terms . . . further explaining that the terms (as well as the concepts) are borrowed directly from engineering.

Take a look at this recent article to deepen your understanding of what that really means:

Biological Systems from an Engineer's Point of View
Reeves GT, Fraser SE
PLoS Biology
Vol. 7, No. 1, e21
doi:10.1371/journal.pbio.1000021

For more FREE journals like PLoS Biology, see my growing listing at The A&P Professor website.


Friday, January 30, 2009

Anki learning system


This is a great tool for learning the terminology of A&P . . .

My friend Jane Zeiser told me about this tool. Jane is a foreign language professor and her students use it to learn their vocabulary words.

It's called Anki and it's a FREE program that creates a database that is something like a virtual deck of flash cards. Students can load in (and share) their A&P terms and learn them by practicing with them.

The program is SMART because it uses a proven algorithm to repeat items that are missed in a pattern that promotes efficient learning. As the student learns, the program alters the pattern to focus on the terms that need more practice . . . without forgetting to review the terms already learned.

Anki can be downloaded and used on a PC or Mac, it can be used on a mobile device (such as an iPod, iPhone, or SmartPhone), or on the web.

Of course, memorizing the meaning of terms is just the first step in thoroughly learning A&P . . . but a very important first step. Success with the first step leads to success during the rest of the journey, eh?

Please "comment" on this article if you've already had experience with Anki . . . we'd love to hear some first-person reports!

Find Anki at http://ichi2.net/anki/

Watch this screencast to learn about Anki . . . . http://ichi2.net/anki/screencast1.html

Tuesday, January 27, 2009

HAPS 2009 in Baltimore

Heads up! The "early bird special" for the 2009 Annual Conference in Baltimore MD is about to expire. After January 31, you'll have to pay a premium to attend the event of the year for A&P professors.

Go to the home page for HAPS (Human Anatomy and Physiology Society) to find the link to register for this great conference. If you've never been to one of these, you have no idea how great they are. Really. I guarantee that no matter what type of A&P course you teach, you'll find this meeting to wildly exceed any expectations you have.


While you're there, you can amplify your experience by also participating in one of several short graduate biology courses offered by HAPS Institute (HAPS-I). For more information on the HAPS-I program and the "conference courses" offered in conjunction with the Baltimore meeting, go to the HAPS-I start page.

Fair warning! The HAPS-I courses were opened about a week ago, and they are already nearly half full! These are great courses, so they fill up fast. Don't dilly-dally, my friends!

Brain Research 2009 Progress Report

I just received my copy of the print version of the FREE annual journal The 2009 Progress Report on Brain Research published by the Dana Alliance for Brain Initiatives.

As I told you in an earlier article about The 2008 Progress Report on Brain Research this is an interesting book that each year summarizes breakthrough research and conceptualizing in the fascinating area of brain research. I especially appreciate that it's written in an easily accessible style . . . I don't have to pretend to be a neuroscientist and get out my science dictionary to wade through layers of jargon. Nope. Instead, it's written in plain English and a clean style.

Every year, an essay by a prominent neuroscientist is featured. This year there is an essay from Floyd E. Bloom on recent advances in substance abuse research--advances that help us understand the normal pathways and receptors involved in everyday brain function.

This essay is of particular interest to me because it helps me consolidate and focus some of these recent advances that were revealed to us at a recent HAPS Annual Conference and explored in a related HAPS Institute course.

There are also interesting and timely updates in other areas of neuroscience, as you can see in this list:
You can access the contents FREE online at The 2009 Progress Report on Brain Research. You can also register to get a FREE copy of the print version of next year's issue.

Check out my list of free journals at The A&P Professor website for more FREE journals related to human anatomy and physiology.

Feedback system protects ear against damage


A new discovery summarized in the current edition of PLoS Biology reveals an interesting mechanism that helps to protect the spiral organ of the ear against damage from exposure to loud sounds.

According to the article, the cilia of the outer hair cells in the spiral organ (of Corti) change their ability to lengthen when triggered by acetylcholine released in a feedback response to loud noises. This mechanism thus reduces vibrations in the inner ear and thereby protects the sensitive structures from further damage.

Find out more in this brief and well-written summary:

Feedback System Protects Inner Ear
Richard Robinson

PLoS Biology Volume 7(1) January 2009

doi:10.1371/journal.pbio.1000012

If your inner ear is undamaged by loud sounds, you may want to try clicking the Talkr icon at the end of this message to hear this article.

For more FREE journals like PLoS Biology, see my growing listing at The A&P Professor website.