Strategies for Teaching Anatomy & Physiology

1. Strategies for Teaching Anatomy & Physiology Hugh W. Harling EdD, LAT, ATC Methodist College, Fayetteville NC hharling@methodist.edu www.methodist.edu/athtraining/

2. Overview • Learning Process • Critical Thinking • Text / Book Based Resources • Internet Resources • Fun Ideas / Explanations • Q & A

3. Learning • Process of change • Acquisition of new knowledge, skills or attitudes • From study or life experiences • Occurs over a period of time • Lifelong process • American Red Cross Fundamentals of Instructor Training, 2001

4. MARS • Motivation • Association • Repetition • Senses • American Red Cross Fundamentals of Instructor Training, 2001

5. Motivation • Any suggestions here I would appreciate ! • Difficult since students come to class with variety of backgrounds. • One of the hardest things to do is motivate ALL students. • Even harder to sustain motivation – everyone has good days and bad. • Contract for Grade ?

6. Association • One of the big keys to learning. • Describes how things fit together and effect each other. • Often Study systems in isolation and fail to connect from one to others. • As we know, when one system of the body fails, it affects the others, some very quickly (AMI) others very slowly (Osteoporosis)

7. Repetition • No substitute for repetition • Athletes spend hours fielding, throwing or hitting, … They are training their BRAIN and body. • You are asking your students to train their brains and one must practice to be able to perform when needed.

8. Senses • The more hands-on the better • More about this later

9. Technology has limits ? • Free iPods for Duke studentsCollege says popular MP3 music players will be used to download lectures and books as well as songs. • Stretch students

10. Use games • Brings out competitiveness / pre-test preparation • Jeopardy – multiple levels, teams • Word Search • Newspaper accuracies & inaccuracies (Bonus points ?) • Wrong word use – correction • Crossword puzzles • Songs / sayings – let them make up their own

11. Use Pictures & Video / DVD • A picture (or graph, or…) is worth a thousand words • Make use of textbook graphic packages • Lippincott Williams & Wilkins (www.lww.com) Aclund’s Atlas of Human Anatomy • http://www.lww.com/product/?0-7817-4068-1

12. Textbook Resources • Scott & Fong, Body Structures and Functions • Delmar's Anatomy & Physiology Challenge CD-ROM included free with each book. • Gross anatomy photos with the line illustrations presented throughout the book for a side-by-side comparison. • New Online Companion includes exercises, quizzes, animations, and additional teaching hints. A Powerpoint presentation with 25-30 slides per chapter is also included. • Lab Activities have been added to each chapter to bring a new interactive dimension to learning.

13. Textbook Resources • Gary A. Thibodeau, PhD; and Kevin T. Patton, PhD, The Human Body in Health & Disease • Included FREE with the softcover text is Body Spectrum: Mosby's Electronic Anatomy Coloring Book CD-ROM • Study Guide - Designed to help students master basic anatomy and physiology, this study guide provides students with additional self-study aids, including chapter overviews, topic reviews, application and labeling exercises, as well as answers to the questions. • Softcover text includes FREE CD-ROM and MERLIN website at:www.harcourthealth.com/MERLIN/ThibodeauPatton/humanbody/) Study Guide by Swisher

14. Other Text Resources • Anatomy Coloring Book • Physiology Coloring Book • Memory Notebook of Nursing: A collection of Visual Images and Mnemonics to increase memory and learning (Zerwekh, Claborn & Miller, ISBN 0-9628210-5-5) • CD-ROMs – textbook, ADAM, …

15. Using the Internet

16. Evaluate Your Sources • Information versus marketing – blurring • Pharmaceutical ads – are they informational or ads or both. • Skepticism should hold true for the internet just like TV – if it is to good to be true it probably is just that or very expensive.

17. Evaluate Your Sources • Does the author have authority on the topic? • What are the author’s credentials? • Is the information accurate for when it was written? • Is there a consensus of opinion on this topic? • What are the important ideas? • What is the purpose of the source? • Is the purpose to inform, to entertain, to teach, or to influence?

18. Evaluate Your Sources • Who is the author writing for? • Is it biased in any way? • Has the author looked at the material objectively? • Does the author offer several points of view? • How does the source help answer your question? • Does the source provide valuable, relevant information?

19. Internet • Google Search – Anatomy - 5,130,000 for Anatomy (0.16 seconds) • Froogle Search – Anatomy - 27,000 confirmed / 204,000 total results for Anatomy. (0.46 seconds) • Google Search - Physiology - 6,150,000 for Physiology (0.14 seconds) • Froogle Search - Physiology - 4,280 confirmed / 101,000 total results for Physiology. (0.58 seconds)

20. Numerous Useful Websites • Teach Strategies Newsletter http://www.aw-bc.com/events/strategies/newsletters/index.html • Advances in Physiology Education http://advan.physiology.org/ • Visible Human http://www.meddean.luc.edu/lumen/MedEd/GrossAnatomy/cross_section/index.html

21. More Helpful Internet Websites • Emory Medical School – Biological & Physical Scienceshttp://www.medweb.emory.edu/medweb/ • Radiology - http://www.netanatomy.com/ • Radiology - http://www.szote.u-szeged.hu/Radiology/Anatomy/ • Anatomy of the Eye http://www.allaboutvision.com/resources/anatomy.htm

22. Multiple Organ System Quiz • University of Minnesota WebAnatomy http://www.gen.umn.edu/faculty_staff/jensen/1135/webanatomy/default.htm

23. Using Other People’s Listings • British Association of Clinical Anatomists http://www.liv.ac.uk/HumanAnatomy/phd/baca/bacalinks.htm

24. FUN Ideas

25. Doorway • Need appropriate key to enter room just as certain molecules need doorways (channels) and keys (carrier protein) to enter a cell. • Alter key and door no longer opens (insulin – diabetes)

26. Idea Time - GI • Sock or stockinette & golf balls – Shows peristalsis • Chew food and swallow – shows why chew and cut foods – Fill “stomach” • Open end of sock now Pyloric Sphincter – can’t empty entire contents at once, but one piece at a time. • Can now discuss what is added by what to tract to break stuff down.

27. Idea Time - Cardiac • PVC pipe - clogging of artery same as how a drain clogs with hair, grim, … Happens over time, … • Use playdough for plaque build-up • Critical thinking what would cause the clog ? • How long to show versus completely clog ? • If clog shifts / breaks free now anatomically what is called , where will it go, …? • By-pass – cut section out and reroute • Use drain cleaner to represent drugs • Use pipe (or bottle cleaner) to represent angioblasty

28. Idea Time – Respiratory System • Balloons & Garbage bag • Balloons represent alveoli and garbage bag the lung. • Pop balloon lose capacity (alveoli) but lung stays inflated • Use water in balloon to represent mucous or debris • Two Garbage bags hold corners of outermost, suck in inner (Pneumothorax)

29. Idea Time – Filtration / Diffusion • Filtration occurs through the body (Liver, Kidneys, Spleen, nutrients from blood into cells, …) • Rocks over drain – small materials slip in and out of vascular system and large (proteins must stay in) unless can change shape – • Can also use a mesh screen formed like a tube to show flow into or out of (Tube within a tube) • Watch out for the mess

30. Diffusion • Classic Experiment • Color / matter moves from high concentration toward areas of low concentration. • Food coloring (or tea – sun tea anyone ?) into water

31. Idea Time – Musculoskeletal System • 1 rope – pulling hand over hand like bring up anchor • 2 Ropes and four groups • One group back to back each holding pull (shorten toward each other – representing accordion action)

32. Ideas from Others • Cell – light colored jello in cup – add candies to represent different organelles • Layers of skin – cake or jello & cool wipe.

33. Bridging & Summarizing • Bridging – connecting concepts • Summarizing – bring together facts & concepts • MUST bring example back to its technical terminology • Will often remember the example but not why it was done or exactly what it showed • Remember, Everyone will experience the lesson differently.

34. Final Stop • Methodist College Athletic Training Website • http://www.methodist.edu/athtraining/

35. References • American Red Cross. (2001). Fundamentals of Instructor Training. • Bailey, D. (1997). Research for the Health Professional: A Practical Guide, Second Edition. F.A. Davis. • Blessing, J. (2001). Physician Assistant’s Guide to Research and Medical Literature. F.A. Davis. • Zybeck, K. Methodist College Reference Librarian, Portions Adapted from: Teaching Information Literacy. Burkhardt, MacDonald, and Rathemacher. Chicago: ALA, 2003