Reading the textbook

The key to reading an A&P textbook effectively is to use a reading strategy!

The Academic Skills Center at Dartmouth has a nice web page that summarizes some of the best strategies to make textbook reading less time-consuming and more effective:

Reading Your Textbooks Effectively and Efficiently

What should strike you about the information there is that you must abandon what you think you already know about how to read a textbook! Reading a textbook is WAY different than how one reads a novel or magazine article. For example:

• Once is not enough. You have to read the material several times, using different methods each time, to really "get" what you are reading.
• You must have the courage to skip parts that don't apply to your goals
• You can read faster, with better comprehension, by simply forcing yourself to read faster
• You do not have to read every word
• It really does matter where you do your reading

If you find that the assigned textbook for your 2-semester A&P course is too difficult to read, try this one that is specifically designed for reading efficiency:

Anatomy & Physiology

. . . and encourage your instructor to consider efficiency of reading when selecting assigned textbooks and other readings in the future!

Stay tuned to this blog for more tips on how to get more out of reading your textbook with less effort.

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Free protein synthesis animations

I was subbing in an A&P class for my friend Mary Ann, and used some animations of transcription and translation.

I nearly got far enough to use some FREE animations available online at Virtual Cell.

The topic of protein synthesis, which includes some processes that I think are best visualized with an animation, has been the subject of many, many, many animated video clips.

A quick search of YouTube reveals several hundred entries for protein synthesis. Other keywords to search YouTube include transcription and translation.

Here are some examples . . .

Here's a good one that I found on YouTube . . .


This is an interesting video that animates the process of protein synthesis using people!


[If you can't see the video players in your email or news feed, then go directly to The A&P Student blog to view the videos.]

Have you found some nice animations on this topic?
If so, share them with us by "commenting" on this article
. . . or email me directly at kevin@theAPprofessor.org

Running concept lists

Running concept lists are handy tools for learning new concepts.

But they are even more helpful for learning the connections between concepts . . . thus developing your critical thinking skills!

Concept lists are also called connection pages because they help you see connections.

How to make a running concept list:

Choose a concept, such as "plasma membrane functions," that you see show up frequently in your reading or class discussions. (Also use concepts that your A&P teacher mentions "will come up again.")

Put the name of the concept at the top of your list.

Write notes on everything you know about this concept so far.

Be brief but direct and clear.

Draw pictures if that helps you understand the concept better. (copy the pictures from your book if you need to)

Make a separate list for each concept.

How to "run" the concept list:

Keep each concept list with your notes, perhaps a separate section started from the back of your notebook.

Whenever the concept appears again, add the new information or the new example to your concept list.

For example, list each new function of the plasma membrane as you run across it. When you see the same function appear in new contexts, add that to your list, too.

How to use the list:

Just by making the list and keeping it current, you will be learning to see applications and relationships . . . important "critical thinking" skills that will help you later.

This exercise will help improve your skills in noticing which concepts are the more important ones.

When it is time to prepare for a test or exam, you will already have a list where comparisons are apparent . . . you will see information that would not be easily seen in your notes or the textbook.

When you need a "cross-referenced" glossary to check on information for a test or class discussion question, your concept lists may help.

When you need to summarize (such as reviewing for a big exam) or in reviewing your material before taking another course that uses these concepts, you'll have a handy "connected" list of concepts.

Don't forget:

Run a separate concept list for EACH important concept.

And:

For more on concept lists, including a list of example topics for each concept list, see Concept Lists in the Lion Den.

Also check out my previous blog article Concept Maps.

Pump your blood

When learning the structure and function of the cardiovascular system, it is wise to develop a thorough knowledge of the pathway of blood flow through the heart and vessels--the general scheme of blood circulation.

I'm not talking about a vague understanding that might permit you to figure out where the blood goes when it leaves the right ventricle after some consideration, and quick look at a diagram or your notes . . . I'm talking about a thorough understanding, so that you can immediately state with confidence, "past the aortic valve, through the pulmonary trunk and arteries toward the lungs."

And not just for the short term . . . long enough to pass your next test . . . but so thoroughly familiar that it will not likely ever be totally lost. And with occasional refreshers, will pretty much always be there for you.

Why such a thorough knowledge of this particular concept? Because you'll find it necessary in order to understand many, many other concepts about human structure and function. Once you learn it, you'll find yourself using it when studying pretty much every other major system of the body. And when you start applying A&P to clinical or athletic applications, you'll find you need it there, too!

So this is one of those things that seem daunting at first (but is really not so bad) and will be well worth a little effort up front.

How to manage it? Well that depends on your learning style of course.

One this is sure: just staring at the diagram in your book is not enough! That's the place to start, of course, but you have to do something active to fully understand and "own" this concept.

The next step is to make a list of the parts you "need to know" for your course in the order in which blood passes through them. An example of such a list is found at my Cardiovascular Learning Outline in the Lion Den. But we're still just getting started.

One great way to learn is to draw yourself a concept map of the pathway of blood through the pulmonary and systemic pathways, including through the heart chambers and valves. This is especially useful for visual and kinesthetic learners. Draw it the way the makes the best sense to YOU. That may be quite a bit different than

For auditory learners, try this favorite of a whole generation of A&P students . . . learn the song Pump Your Blood. It's just a start, but

Here's the video of the first verse of Pump Your Blood as animated in a St. Joseph's aspirin commercial:



Here's another version that includes all the verses AND the lyrics:



[The video players embedded here may not appear in your news feed or emailed newsletter. Go to The A&P Student blog to access the video viewer.


Click here for a version from the classic TV show Happy Days (episode #142) . . . this is the "original" version of the song (performed here byAnson Williams, who acted in the show as Potsie) . . . the version I first saw (and used) to help me learn the blood flow pathway.

For a printed version of the lyrics click here (includes a link to a Pumps Your Blood

What methods have YOU found to be successful?

Anki Learning System

In a recent post, I talked about a shortcut in how to learn the overwhelming terminology of A&P--flashcards.

This is another 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

A nap after class?

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

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?

To read more, see this quick summary at NewScientist:

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

Learning terminology

Take learning new terms in your A&P course as seriously as you would learning vocabulary words in a foreign language course.

It sounds silly, but you learn as many new words in an A&P course as you do a beginning foreign language course. Really --there's been research to prove it!

The easiest way to learn new terms is to use the flash card method.

Yes . . . it reminds us all of elementary school, I know. But I also know that it works in college --I still use it myself. In fact, it was a college professor at St. Louis University (Dr. Steve Dina, my ecology professor) who taught me how valuable a tool this can be in a college science course when I went to him asking for help with the overwhelming terminology of his course.

An easy and effective way to use flashcards to learn A&P terms is demonstrated at my study tip on new terms at the Lion Den.

There's also helpful information in my book Survival Guide For Anatomy And Physiology: Tips, Techniques And Shortcuts

But remember, learning the language is just the first step!

To truly understand the structure and function of the body, you have to know what the concepts really mean and how they relate to one another. And most importantly, you have to be able to apply what you've learned.

FREE Office suite

Do you need a comprehensive Office suite for your home or laptop computer?

But you don't want to (or cannot) pay a large sum of money to get it?

Then you may want try Open Office, a FREE MS Office-compatible office suite from OpenOffice.org

Components include:

• Writer (word processing)
• Impress (slide show creator/presenter)
• Draw (drawing/graphic editing tool)
• Calc (spreadsheet)
• Base (database)

This open-source software isn't exactly the same as MS Office (of course) but the general functionality and productivity is equivalent. And the files you produce in one Office suite are able to be used in the other Office suite.

[NOTE: The newer XML default file formats used in MS Office 2007 (such as .docx, .pptx, and so on) can be opened in Open Office 3.0 but cannot be saved in those formats.]

OpenOffice.org has just released their latest version Open Office 3.0 . . . so's now is the perfect time to get on board. (or update your previous version of Open Office).

OpenOffice.org has a nice little summary and introduction for educational use at their website that I suggest you explore.

If you try it, or are already using Open Office, then please hit the Comment button below this blog article and let us know about your experience.

Concept Maps

Concept maps are a great way to make your study time more efficient . . . that is, they help to learn more in less time. And the learning you do will be deeper learning than simply memorizing facts!

Also known as mind maps, these tools are simply a way to visualize a concept.

Although visual and kinesthetic learners will adapt most easily to this method of learning, anyone can benefit from it.
Concept maps are diagrams that relate different elements of a concept to each other and/or to the main idea. These diagrams can be simple or complex --depending on your own style of learning and what helps you understand the concept best.
For example, you can draw your own diagram of how blood flows through the cardiovascular system that makes sense to you--maybe quite different than something you may see in a book or online. It could be a simple figure 8, labeled with different sections like heart chambers, valves, systemic arteries, systemic arterioles, capillaries, and so on.
Or a flow chart, where a main idea is placed in a box at the center of the page and all the concepts related to the main idea radiate out from the central box. Then you could draw lines between the boxes to connect related concepts (maybe labeling the connecting line with how they relate to each other).

For a more complete explanation of how to make and use concept maps, including examples and links to more resources, visit Concept Maps in the Lion Den now.
You'll also want to download the FREE concept map creation tool called FreeMind . . . and start playing with it.
If you want a nice, short book that lays out how concept maps unlock your mind to organize, understand, and learn just about anything, check out the book How to Mind Map: The Ultimate Thinking Tool That Will Change Your Life.

Penile fractures and pop culture

Of course you want to apply your increasing expertise in human anatomy and physiology to your experience of popular culture, right?

You've already probably caught yourself 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.

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 one might wonder "can this be true?!" Or even, "PLEASE tell me this cannot be true!"

Yes, my friends, 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 . . . if they've even read this far.)

Why didn't your A&P teacher tell you about this? So you could fulfill your role as A&P expert as you watched the episode with friends or family? First, you probably haven't gotten to that part of the course yet. Second, when you do your instructor will likely be behind schedule and won't have time to tell you interesting stories about penis fractures. And third, in my part of the world at least, your professor doesn't want to have to take time to deal with formal complaints from horrified students who don't realize that any part of the body IS an appropriate topic of conversation in an A&P class.

Want to know more?

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

OUCH! Can you really break your penis?

You'll learn a lot of useful A&P, you'll be able to contribute to the inevitable classroom discussion on this topic, and you'll be all set for a future career as a TV/movie consultant after you successfully complete your A&P course!

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


By the way . . .
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). In case you need more facts to bolster your standing as the local A&P expert among your television-viewing crowd.

Flashcard exchange

A big hurdle . . . the first hurdle . . . to learning A&P is getting a handle on the complex terminology of human science.

I shared in a recent article that flashcards are a good way to go in learning the basic terminology that you need to start learning the core concepts of A&P.

Did you know that there is a FREE online exchange where you can pick up flashcards for A&P, and share your own flashcards with other students.

Check it out at the FlashCard Exchange.

Learning styles revisted

How do you learn best?

In a recent post, I mentioned the concept of learning styles. Some of you wanted to know more about that.

Some folks learn a new concept in A&P best by hearing their instructor explain it. Some favor learning it from the textbook. Others need to play with specimens in the lab to really "get it."

All of these differences in learning among individuals are often called their "learning styles." There are MANY learning styles. So many, they probably can't be counted.

But folks (like me) interested in understand how students learn best often distill the major patterns into four categories of learning style:

• Visual learners, who learn best by seeing a concept illustrated.
  
  
• Auditory learners, who learn best by hearing explanations.
  
  
• Reading learners, who prefer to read about a concept to understand it.
  
  
• Kinesthetic leaners, who like to use movement or manipulate objects in a "hand on" approach.

[NOTE: The word kinesthesia means "muscle sense," which is your perception of body position and movement.]

But only rarely does a person rely solely on one approach when learning a new concept. Most of us are multimodal, meaning that we operate in more than one of these primary learning styles or "modes."

Even us multimodal folks, have certain preferences within our "mix" of learning styles. For example, I learn best when I can see and put my hands on it. But like other multimodals, I can also learning mainly by reading or hearing. In other words, we are not restricted to our favorite learning styles any more that I'm restricted to my preferred flavor of ice cream (vanilla).

So how does this help me learn?

By knowing what works best for me, I can develop learning strategies for myself that play to my own strengths and preferences.

Perhaps I can draw or label pictures while I'm listening to an explanation. That engages both my visual and kinesthetic senses while I'm listening. Thus adding my preferred modes (visual & kinesthetic) to one that is not my preferred mode (auditory).

You probably already know what your preferred learning styles are. If not, take the FREE online quiz using the link at my Learning Styles page in the Lion Den.

And then use the links on that page to find all kinds of ways to help you understand your learning styles and use them to make your studying of A&P more efficient.

No dummy!

There are many books out there that may help you learn your A&P faster and easier.

Each student has their own unique learning style, lifestyle, and particular likes and dislikes . . . so it's a good thing there are a lot of options to choose from!

I'll be sharing a lot of my favorites on this blog, of course.

The first one out of the chute is not only a good support for many A&P students . . . the authors actually recommend my Lion Den website as one of the best online sources of help. So that tells me these authors must be absolutely brilliant! Or something like that . . .

See their their recommendation of the Lion Den. You may have to scroll to Chapter 18, p. 287 to find it.

The book is called
Anatomy & Physiology Workbook For Dummies

So don't be a dummy, check it out!

Besides learning tips, it has a lot of exercises that help you grasp the material. So if you can't think of a good way to practice what you know (and my friends in the circus will tell you . . . practice is the only thing that works) this book may be just what you need.

Anyway, if you click on the link below (go to The A&P Student blog if the link does not appear in your feed or newsletter . . . or use the text link above) and click on "Look inside" to browse the workbook to see if it's for you.

Between terms

Many of you are now relishing your "time off" between last term and the next one.

Some of you are waiting for your A&P 2 course to start and some are getting ready for their A&P 1 course.

Simply taking time to relax and enjoy your friends and family is a good thing. It's one of the key study tips that I give my own students . . . have fun when you can!

If you've survived A&P 1, or heard from someone who has, then you know that it's also not a bad idea to start to get ready for the new semester. While you have the time, you might want to get yourself organized so that you can hit the road running when your new course starts.

One thing you can start with is learning about about your own learning style. Do you learn best by reading . . . or by listening . . . or by doing . . . . or by seeing? Knowing which strategies work best for you will help you get started on the right track when things do crank up.

How do you do that? It's easy! Just visit Learning Styles in the Lion Den section on study tips and tools. There, you'll learn how to figure out what your learning styles are and how to use that knowledge as you begin your new course.

Test taking strategies

For many of you, you are either in the midst of final exams or close to it.

Quite a few students know that performance on an exam has a lot to do with how well you understand the concepts. Duh-uh!

But did you that there are other factors, too?

Here are some factors that can impact the performance on a test:

1. Wellness. Whether you are ill or healthy, whether you are tired or well-rested, whether you have eaten well or not, and so on, can have big effects on how well you do.
2. Test-taking skills. Yep . . . there are certain methods to use when taking a test that help you increase your chances of doing well. For example, managing your time properly helps you respond to all the items on an exam (rather than running out of time and missing out on part of the exam).
3. Test-preparation strategies. What you do before the exam can have a big effect on how well you do. Last-minute cramming, depending on how you do that, may actually decrease your performance on an exam . . . especially if it causes you to lose critical sleep time.

So . . . what are the particular strategies to use? Glad you asked!

Just go to the Lion Den Taking Tests page for specific, student-tested advice . . . and links to other sources!

Protect your tools!

Thinking of taking some homework along during holiday travel?

These days, one of the primary tools of students are laptops and other mobile devices. The problem is that these things are stolen faster than one per minute!

For any of us planning to take our tools along during travel over the next few weeks, here are some tips published at the PC World website:

Holiday Travel Tips: Protect Your Laptop and Privacy
Thomas Wailgum, CIO.com
Sunday, November 30, 2008

For speeding through the security line, you may want to check this out:

8 Laptop Bags That Will Help You Speed Through Airport Security
By Becky Waring
September 16, 2008 Computerworld 2008

And here's even more advice from YouTube . . .



[If you don't see the video viewer in your newsletter or feed version of this article, please go to The A&P Student blog site to view it. ]

The Lion Den?!

What is this Lion Den, anyway?

The Lion Den website is over ten years old. Back in the days it began, the web was just starting to be used by professors for their students' benefit. Our college, like most others at the time, was not prepared for extensive web publication by faculty. So instead of waiting for the college's IT department to catch up to me, I decided to just create my own website.

Because I was a lion tamer in my youth, before I became an A&P professor, I thought a good name for my website would be related to big cats. LionDen.com was available, so I used that one. You'll notice that there is a section related to circus wild-animal training at the website.

But mainly, that's where I put the learning outlines that my students needed in their A&P courses. Then, I started adding study tips. Then PowerPoint slides. Then all kinds of help for my own students.

But as the years rolled on, I found that many students from all over the world were using the material at my LionDen.com website. So now I've begun posting resources that any A&P student might be able to use. Part of my goal of starting this The A&P Student blog is to help students find those resources . . . and many others . . . so that they can learn A&P more easily.

So that's why my website for students (and circus fans) is called LionDen.com!

Go check it out . . . and comment here about what you like, what you don't like, and what else you'd like to see added!

. . . and stay tuned for a major redesign of LionDen.com coming this summer!

Sad pucker

I was recently going over some reviewers' comments as I check over the page proofs of the new edition of our Anatomy & Physiology textbook.

One of the comments criticized our description of the perimetrium of the uterus as being part of the parietal peritoneum. The reviewer erroneously thought that it should be the visceral peritoneum.

This is a common error, alas . . . to forget about the fact that some abdominopelvic organs are in fact retroperitoneal (outside the parietal peritoneum). Even the reviewer, who is an A&P professor, got this one wrong.

One easy way to remember which abdominopelvic organs are retroperitoneal is to use a mnemonic such as SAD PUCKER:

• S = Suprarenal (adrenal) glands
  
• A = Aorta/Inferior Vena Cava
• D = Duodenum (second and third segments)
  
  
• P = Pancreas
• U = Ureters
• C = Colon (ascending and descending only)
• K = Kidneys
• E = Esophagus
• R = Rectum

Or instead, Ursula Uses Kids to Deliver All Lemon Pies except Sue’s Tasty Crust

• Ureters
• Urinary bladder
• Kidneys
• Duodenum
• Adrenal glands
• Large intestine
• Pancreas
• except (not retroperitoneal) Sigmoid and Transverse Colon

Have you visited Study Tips & Tools at the Lion Den website?

Here's a book on how your memory works, and how you can improve it . . .

[NOTE: the mnemonics given here are adapted from a Wikipedia entry]

Welcome!

It's here! A blog to help students to survive their human anatomy & physiology course!

This blog is primarily directed at users of my own textbooks in anatomy and physiology. However, you'll find plenty to help you here no matter which textbook you use in your course.

Right now, I'm just getting things set up . . . but expect some concrete tips and advice soon!

Click here for another way to say "anatomy" . . .

American Sign Language commtechlab.msu.edu