“Anatomy-Division B” How to Coach the Event

1. “Anatomy-Division B”How to Coach the Event Chris Pohlod DO Asst Professor. Michigan State University College of Osteopathic Medicine.

2. Introduction • Pediatrician • Scope of knowledge: medical school. • I’m a clinical thinker not just an anatomist • Science Olympiad • Involvement 7 years • Event Supervision 4th year • Bridge/Tower (Invitational level) two years • Anatomy (State Level) 2007-Present (Div B) • National Event Supervisor 2008-Present • Rules Committee: 2008-Present (Anatomy and Health Science)

3. What I hope to accomplish: • Give pointers on how to coach, not take the test! • SO perspective • Review the rules (what is new this year). • Where to get information • Study tips • Q & A (If needed)

4. SO mission: • For new coaches: • Thoughts from nationals last year: • Scientific future of the country • Caliber of competition • “Thank you sir may I have another!” • College Prep: • MIT PhD student comments.

5. Big picture thoughts Importance of the rules: (Emotional subject) • The Devil is in the Details • Examples of rules being your worst enemy! • Bridge (The infamous paper incident) • Car (missed at invitational level) • Anatomy etc…..(notebooks being excluded) • I have seen event supervisors not set things up properly (Tower) • Optional impound (Be careful!)

6. FYI: Making the anatomy rules: • Need to be used at basic level (i.e. first time competitors) and also national competition. • State vs. National: • These are national rules. • In actuality the state and regions can change the rules. But the directors of the competition must notify you 4 weeks in advance. • Each subject area has 2 years. There is a rotation.

7. Making the Rules: • Input sought from state directors, event supervisors and committee chair. • Your suggestions should go to the state director’s office. • Or submit clarifications to the national website.

8. Anatomy: • Goals • Build on the circulatory system from last year. • Intro material in skeletal system. • Practical knowledge (so kids can internalize the information—grandparent may have illness). • Help out event supervisors with more specific suggestions. • Fit science curriculums.

9. DISCLAIMER! I cannot guarantee how individual event supervisors are going to run their events. The rules give suggestions and guidelines.

10. RULES: Previously binders were allowed but kids were not learning and the committee felt there were things that should be internalized. It worked out well. STILL MAKE A BINDER!!!!!!!!!!

11. RULES: Structure and Function We intentionally left out anatomical specimens at this level. NOTE: Event supervisors determine the Format: Written/Station/ timed etc. Questions on the format can be directed to your competition organizer: (Invitational/Regional/State/National)

12. What’s new? • Skeletal system: • I want them to begin to see these anatomical structures in living color and function. • We started with basics.

13. Rules:

14. What’s new? • We tried to make the repeated system more complex and complete, so the kids can build on previous knowledge.

15. They may be asked to demonstrate this!! Rules: Are trying to encourage kids with practical applications.

16. Rules: The major task after the kids are done with the test is breaking ties NOTE: Have the kids prepare for and practice free response answers. The quality is a judgment made by the ES. I work around legibility issues but the bottom line is if I cannot read it, it is poor quality and the ES may mark it wrong.

17. Resources?: NOTE CHANGE: Resources will be listed on the web this year not the rule books.

18. Resources: Jump to internet www.soinc.org

19. How to study: • Event supervisor: (myself as example) • I start with the resources offered by SO • National website. • Any link stemming from these are fair game! • Find a basic anatomy text (and see how the material is organized). Then prioritize the concepts always consulting the rules to guide the priorities.

20. How to Study: • Event Supervisor: • I take each bulleted point and then see what are easily testable concepts. (First consulting the online resources and occasionally text books) • I will ask multiple depths of knowledge (What I would expect from a middle school/ high school / college level student. • I want someone to see anatomy/physiology and disease in their minds eye!

21. How to study: • From a director that has taken kids to nationals– get the kids studying the national concepts as early as possible.

22. How to Study: Make a table ** National Competition Only!!

23. Levels of Question • Basic (Invitational/Regional level): • 1. Label the structure/ rote memorization. A few thinking questions. • Harder (State) : (Add some knowledge of function) • 2. What type of blood flows through this structure. • Highest (National): (High process skill-integrating knowledge) • Label the specific structure that is at risk in Kawasaki’s disease. • Describe what this tissue would look like under the microscope.

24. A B E D C Station 5 Choose the letter from the diagram above that best represents the item listed below: • 5-1. Capillary • 5-2. Vein • 5-3. Arteriole • 5-4. Venule • 5-5. Artery • 5-6. Where most diffusion occurs.

25. State level

26. A B Station 11 Berman, I Color Atlas of Basic Histology 2nd ED.Appleton and Lange, Stamford CT 1998, pp 141.

27. Station 11 (Answer A or B for the questions below) • 11-1. Pick the letter of the artery • 11-2. Pick the letter of the vein • 11-3. Which can expand more and hold more blood? • 11-4 Which maintains a higher pressure? • 11-5 Blood with the most oxygen per milliliter is carried in which vessel?

28. National Competition

29. Station 6. B A

30. Station 6 • 6-1. In the photo above which letter indicates the cell most affected by Erythroblastosis Fetalis (EF)? • 6-2. This photo represents Erythroblastosis Fetalis, what Rh bloodtype does a child with this blood have? • 6-3. What Rh bloodtype does it’s mom have? • 6-4. What substance causes Erythroblastosis Fetalis? • 6-5. Name the medicine that is used to prevent EF?

31. Additional suggestions: • Study Tips: • Use a Dry-erase board to draw and redraw images and label structures. • Additional Websites: • www.medlineplus.gov (Good for disease information) • www.anatomyatlases.org (Link from SO website) –Good for basic anatomy slides.

32. Additional suggestions: (from previous coaches’ clinic): • References: • If your area has a medical school see if professors have old books • “Board Review” medical books make good concise guides. • Make a binder even if you cannot take it in. • Nursing Texts (for anatomy) use much easier language than “medical/doctor books.” • See if a university library has access to Stat Ref—guest login possible?

33. Coming up with questions: • Application: (From my college days) • Have the kids write questions as they go. • Keeping in mind different skill sets • Study as if you are going to nationals

34. Concluding comments • 1. Know the rules • 2. Know the rules • 3. Know the rules • 4. Online resources and basic text. • 5. Try to teach students to come up with their own questions. • 6. Periodically check the national website for rule clarifications. (Submit them if needed)

35. Life Science CD ROM • Available through the soinc.org store is a CD with all life science data tremendous amount of information on it. Cheap