How we learn new terms

Good news for adult students of A&P!

You were probably thinking that you are too old to be learning so many new terms in such a short period of time. Maybe the brain of a child is good at doing this, you might tell yourself, but I'm past the point where this is easy.

Scientists in Finland have been working on how the brain processes the learning of new terms in the left temporal and frontal lobes of the brain. And their results show that it is actually easier for adults with an established vocabulary to add lists of new terms (and their meanings). And learning the meanings (definitions) of the terms appears to be easier than learning the names themselves!

This news further confirms my suspicion that the hurdle is not so much the list of terms themselves as it is one's confidence in their ability to learn them. In other words, it's all about having a winning attitude. In fact, that's one of my key points in the brief Survival Guide For Anatomy And Physiology: Tips, Techniques And Shortcuts I've recommended to you before.

Want to know more about the recent findings?

Familiar And Newly Learned Words Are Processed By The Same Neural Networks In The Brain.
Academy of Finland (2009, August 30).
ScienceDaily. Retrieved August 30, 2009
[News release summarizing the study and it's importance.]

Want some tips on learning the terms needed for your A&P course?

Learning Terminology
tips and links from The A&P Student blog

New Terms and Learning Terminology
tips and links from the Lion Den website

Survival Guide For Anatomy And Physiology: Tips, Techniques And Shortcuts
my handy little manual with all kinds of learning strategies

Mosby's Anatomy & Physiology Study and Review Cards
a new collection of study cards for A&P from my friend Dan Matusiak

Terminology for A&P and International Terminology for Anatomy & Physiology
my YouTube videos helping you get starting with learning terms in A&P

Getting started in a new A and P course

Many of you are just starting (or are about to start) a new A&P course. You will later look back on this course as one of the most interesting and useful courses you have ever taken! But right now, it probably seems a bit overwhelming, eh?

Well, there is a lot to cover in an A&P course . . . especially if you are in a two-semester course or an upper-division A&P course. But, as I tell my own students, it's not really that difficult if you approach it with the right "can do" attitude . . . and armed with the appropriate study skills.

I'll be reviewing some of those study skills over the next few weeks in this blog. So you'll probably want to subscribe to this blog so that you get the articles as they are posted.

To subscribe by way of a feed reader click here. Then choose your feed method.

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I have a few tips to get us started this week:

1. Many experts suggest that for every hour spent in a college class (or lab) you spend two hours working on the course on your own. That's the average. Anatomy and physiology courses are above average . . . which means that you should be working on your own more than two hours per week. So if (in lecture and lab) you are spending 5 hours, then you should be spending more than ten hours working on your own for the A&P course.

This may mean that you have to postpone a trip, a wedding or honeymoon, a divorce, a move, a big sporting event, a job change, that big mountain climb, or other major life events. If they can't be postponed until after you complete A&P, now is the time to consider whether you really want to take A&P this semester! Maybe next semester is the best time for you to start A&P.

2. The only way to "shortcut" anatomy and physiology is to hone your study skills. Reading this blog is a good start. You may also want to consider the Survival Guide For Anatomy And Physiology: Tips, Techniques And Shortcuts. This short and light-hearted look at how to improve your approach to A&P is available through any bookstore—whether at your school, down the road, or online. It's brief, easy to read, and heavily illustrated. You'll be on the right track immediately with this handy little manual.

3. Start scanning through previous posts on this blog. There are several ways to do that. They all involve going to any blog page and using the tools provided in the right column. If you scroll far enough down, you'll find these to be helpful:

Topics—Choose a topic and you'll be taken to several articles that address that topic.

Blog Archive—click on the little arrowheads to list the archive for a particular month. Some readers like to go back to the beginning (or perhaps just one year) and scan through the headlines backwards to the most current posting.

Search—the search box is found at the very top edge of any blog page. Use that to search for all the posts on a particular topic.

Easter egg alert: you can sometimes (not always) find additional tips, resources, or odd treasures by clicking the images found in my blog posts!

Learn about the flu AND win $2500

The federal Department of Health and Human Services has just announced a contest that should be of interest to students of human anatomy and physiology who have a creative urge:

Make a brief video PSA (public service announcement) and you'll have a chance to win $2500 . . . enough to cover the cost of your A&P textbook AND your A&P lab manual AND a candy bar!

Even if you don't win the contest, you'll have learned some useful information about human health and disease . . . perhaps something that'll come in handy in your own life or your career. And maybe you can use it for credit in your A&P, micro, or film course, eh?

Check it out:



If you can't see the video in your news feed or emailed newsletter, then just click here to access it at the blog.

By the way, do you know what you should do about your A&P class if you have the flu?

NOTHING! Do not come to school. Do not work on your homework. The rest of us don't want your flu . . . and you need to rest and survive the flu so you can come back and work like the dickens to catch up with what you've missed.

{FYI, the image seen in the blog post is a colorized negative stained transmission electron micrograph (TEM) depicted some of the structure of the A/CA/4/09 swine flu virus.}

Reading scientific terms

I've said before that the first step to learning the concepts of A&P is learning the language of A&P. Some new research shows us why learning and recognizing the terms used in an A&P course are important for understanding the story being told in the course.

A recent article in Science News summarizes new research that demonstrates that when you read a passage, such as in your A&P textbook, your brain is recognizing whole words rather then reading each term letter by letter. At least that's what appears to be happening with "good readers" of the material. Folks that have difficulty reading a passage probably have to stop more often at unfamiliar terms and read them letter by letter (or word part by word part).

Reading experts have understood for a long time that familiarity with the words . . . the vocabulary of the material you are reading . . . improves reading speed and retention. Now, we have some insights as to how the brain works in producing this effect . . . and proof to back up what was once conjecture about brain mechanisms.

So how can we apply this concept to improving your learning of A&P?

• Always familiarize yourself with the new terms of each new chapter of your A&P textbook before you read the chapter
• Read through the word list out loud to give your brain the familiarity with term it needs to recognize the terms as you encounter then when reading. The word list begins at the start of each chapter. This sounds silly, and it seems like it might be a waste of time, but it really works . . . and in the long run, saves you time by allowing you to read faster.
• Even if you don't read the textbook (a really bad idea), you'll need these terms to understand your teacher, handouts, and your own notes
• Use the in-text pronunciation guides and online audio pronunciation guide that comes with your textbook to make sure that you use the correct pronunciation for each term. This allows your brain to really "own" the term so that it doesn't trip you up and slow you down as you read.
• By putting a little time and effort into getting familiar with new words at the beginning of a new topic, you'll end up saving time later on. And most importantly, you'll be much more likely to understand what you are reading.

Studying A&P can be frustrating because of all the new terms involved. But you've just learned a great way . . . a scientifically supported way . . . of reducing that frustration!

For more tips on learning terminology, including some brief videos, see these previous articles.

[photo by (nz)dave at flickr]

Ever seen a Winking Skull?

Looking for a FREE web-based anatomy exploration to help you study? Try the Winking Skull.

Created by the publisher Thieme to accompany their Atlas of Anatomy, this web-based tool is FREE for any user . . . even if you don't have the book.

Of course, if do have the book (with an included access code), then you'll have access to more features than in the free version.

HINT: The Atlas of Anatomy one of several great atlases that would be a good addition to your growing professional library . . . something you'll use the rest of your life.

But the free version is pretty good, even without the extra "PLUS" features. Oh, I almost forgot this . . . if you want to use all the features of the free version, you have to sign up for a free user account . . . not much of a hurdle, eh?

You can navigate to different regions of the body, and from there click on any of the thumbnails of detailed anatomical art. Once you arrive at a piece of art, you can view it WITH LABELS or WITHOUT LABELS . . . a useful feature for self-quizzing or exploring things in lab.

A little drop-down menu at the top, right corner of the screen allows you to choose between English labels and Latin labels for anatomical structures.

The images can be zoomed in and out. You can also quickly flip to different views of the region you are exploring.

There are also built-in, timed quizzes where the user can set the parameters of the quiz.

Let us know what you think of it!

Now on Facebook

The A&P Student blog now has a page on Facebook.

Come visit us there, become a fan, and participate in our Facebook community!

And don't forget to share it with your friends taking A&P . . . or will be soon.

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Do NOT sell your textbook!

After your A&P class is over, you may be tempted to sell your A&P textbook back to your college bookstore, to a bookbuyer visiting your campus, or to a friend who'll be taking A&P next semester.

DO NOT do that!

Yeah, I know, you can use the cash. But unless you absolutely need that cash now in order to keep from starving . . . it's not worth it.

Why not?

Because you are going to need it later. And you are going to need it often.

Most students who take an A&P course are headed into some health or athletic program or professional course later. Most (if not all) your core and clinical/practicum courses are going to be based on the principles you learned in your A&P class!

If you save your book, your notes, your flashcards, lab manual, and everything else, then you'll have it handy and ready when you need it in later courses. Many later courses assume that you remember all your A&P. Of course, that can't be true because no matter how good your A&P course is, you have to use it a few times before you become thoroughly familiar with it. So no matter how well you did in your A&P course, you are going to have to review your A&P frequently throughout each of your later professional courses.

Besides that, your A&P book can be the start of your own professional library.

Successful professionals build a library of resources during their early training . . . and continue to add to their library throughout their professional careers.

A good professional library will come in handy to review concepts you haven't used in a while, when you're suddenly pulled to work on a different floor or in a different department, when you change jobs, when take a continuing education course, or when you encounter some new case.

Not going to be majoring in any of the human sciences?

Well, OK, you are still a human being, right? Wouldn't it be a good idea to keep the "owner's manual" handy? Just in case there's a health issue that you, your family, or a friend wants to explore a little more thoroughly. Or to help teach your kids about the human body and it's function? Or to figure out what they're talking about on your favorite medical show?

I can't tell you how many of my past students tell me how they regret having sold their A&P books! All I can do is empathize . . . and give them my famous, "I told you so" look.

I'm telling you now . . . DO NOT SELL BACK YOUR BOOK!

You WILL regret it later.

Exam time!

Many students have exams coming up this week or next . . . or sometime soon.

Last week, I shared some tips for exam preparation.

Now here are a few tips for what to do on exam day . . . and during the exam:

• Be healthy. Do NOT stay up nights studying . . . sleep deprivation will reduce your ability to perform well. Eat well in the days leading up to the exam. Try to reduce stress. Exercise (it'll help you think more clearly).
  
  
• Get to the test in time. Duh-uh, of course you should be there in time. But for the exam, try to get there early. I've seen SO many students cut it close, then something comes up (bad traffic, for example) and they come in LATE. Not only does that cut down the time you have to take the exam . . . you'll be flustered and unable to think clearly.
  
  
• Skim over the exam before taking it. This will give you an idea of what's ahead and you can use your time wisely.
  
  
• Don't waste time on something you really don't know. Do all the parts you are confident about. Then use the remaining time to work on the real puzzlers. If you start with the puzzling parts, you won't have time for the parts you know well . . . and you might get flustered and bomb the whole thing.
  
  
• Double check your responses. Make sure you read the question accurately (a common mistake). Makes sure things are spelled correctly. If you use a scan sheet, make sure you answered on the correct line. If there are complex problems, and you have time, do them AGAIN--just to make sure you got the right answer.
  
  
• Don't skip anything. Well, if you absolutely run out of time, you have no choice. But if time gets away from you and realize that you have only a few minutes for the remaining items that you'd prefer to take more time with . . . then just "go with your gut" and fill in some fast answers. You'd be surprised how many may turn out to be right (especially if you've prepared yourself well).

There are more tips at the Study Tips & Tools page on Taking Tests.

Study Stack

In recent posts I mentioned flashcard rescources such as Flashcard Exchange and also recommended that you check the data in the resources before using them to study.

Here's another resource you might find useful:

StudyStack

This site allows you to choose a topic, then study the data in any of several formats:

• notes
• flashcards
• study stack (try this one out . . . it's cool)
  
• study table
• matching
• Hangman
• crossword
• wordsearch
• unscramble
• type in
• bug match (this one is crazy, but fun)

You can also choose to

• export the data
• print the data
• edit the data
• recommend other options

For example, see the stack on the Endocrine System. Click on each of the formats to see what you get!

To find topics related to A&P, try these:

• Medical/Nursing
• Medical/Anatomy
• Medical/Physiology

There are many different levels represented here, going all the way up through med-school level. So you'll have to pick the data that suits your needs.

How about this . . . why don't you make some stacks fo your own and put them up and then request a new category for undergrad A&P?

Exams are coming!

Many students are preparing for upcoming final exams. Or they SHOULD be!

Now is a good time to go over your study strategy.

What is a study strategy? It's your plan regarding how you are going to prepare yourself for your tests and exams.

Why bother to have a specific plan? Well, you want to PASS the course, don't you? Sure! You want to do more than that . . . you want to EXCEL (otherwise you wouldn't even be reading this, eh?). Having a plan will make your exam preparations more efficient (that is, less time-consuming) and more likely to produce a successful outcome.

Each student's best strategy will be somewhat unique them--tailored to individual strengths and learning styles. (Click here for more on learning styles.)

A good strategy will have been fine-tuned by previous experimentation with different study plans over the course of the semester.

Here are a few things to think about when developing your study strategy:

• What study plan has worked in the past? What hasn't worked out so well?
  
  
• What do you know about the format of the upcoming exam? What kinds of items will be on the exam?
  
  
• What is the content of the exam? What concepts will be tested?
  
  
• What has your instructor told you about the exam? Professors often drop a lot of hints. Even if they don't, you can always just ASK them. Most professors will have SOME KIND of advice for their students. A good question to ask is, "how do you go about making up the exam?" Such a question will often reveal what the professor finds to be most important.
  
  
• Practice the exam. Use previous tests from the course (if available) to practice the exam. One way to do this is to cut up copies of your tests and draw individual items randomly from an envelope. Sometimes professors will provide a practice exam or copies of some old exams. If not offered, it wouldn't hurt to ask.
  
  
• Study with a group. Pooling your thoughts, and helping each other review and practice, work surprisingly well to solidify what you already know and to fill in any gaps.
  
  
• Manage your time well. Don't cram at the last minute . . . do a little preparation each day for a week or more before the exam.

For more study tips, see Study Tips & Tools in the Lion Den.

Next week, I'll share some strategies for what do during the exam.

Pinky and the Brain

Have you ever seen the Pinky and the Brain cartoon? Here's a crazy video clip from the show sent to me by one of my favorite textbook editors, Karen Turner over at Elsevier (Mosby). It features a musical tour through the brain.

[Here's an easter egg in Anatomy & Physiology 7th ed. . . . Karen Turner's photo is on p. 55]

Although this clip is funny and includes a lot of "real" anatomy terms and structures, it's not very useful in understanding brain anatomy in an organized way . . . it's just a jumble of random structures, jumping all around and from microscopic to macroscopic and back again. But it IS entertaining!

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

So why share it with you?

First, because . . . well . . . it IS entertaining.

Second, it gives me the opportunity to bring up (once again) the value of silly songs as a learning tool.

Remember my previous article Pump your blood, which featured a silly song about blood flow through the systemic and pulmonary circulation? That one was effective because it put all the essential facts together in a way that makes sense (unlike the Pinky and the Brain clip). Such songs teach not only the facts . . . but also (and this is important) how the facts fit together.

Silly songs can also be useful as mnemonic devices to remember the anatomical order of structures in the body or the members of a group of structures in the body (see Sad Pucker).

Third, I'm sharing this video because even though this clip is "not very useful" in learning A&P, it is still "somewhat useful." It does show structures visually while at the same time stating the names . . . which will probably help remember where they are and what they look like.

But one must alway be careful with this sort of thing (media not really intended to be strictly educational) because there may be unintentional errors or misleading usages embedded in them. Looking for, finding, and correcting such errors can in itself be a learning experience.

For example, the clip contains several eponyms (terms that include someone's name). We learned in last week's article International standards for anatomy terminology that eponyms are "old fashioned." So the clip isn't really wrong in this regard . . . it's just not up to date.

Also, near the end of the clip the term "medulla oblongata" is sung but the entire brainstem and part of the diencephalon is illustrated--not just the medulla oblongata. Ooops. There are probably several more of these that I didn't catch on casual viewing.

Of course, these mistakes only support my previously mentioned hypothesis, summarized here:

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. "

Do you have other silly songs or video clips to share (accurate or not)?

Then share them with us by "commenting" on this article!

Check your sources

In my recent post Flashcard Exchange I recommended the use of flashcard sites that allow students to share A&P flashcards with one another.

How can you be sure that the information on the cards you use are accurate?

You can't!

As with anything borrowed from other students . . . class notes, diagrams, concept maps, concept lists, outlines, PowerPoint slide, images, videos, podcasts . . . you can't be certain that each element is correct. Nor can you be certain that they contain the same usages that your course uses (for example, the exact term of several possible correct alternatives).

What to do? Give up using these study aids?

Don't give them up . . . just check them out before using them!

That should always be your first step . . . compare the content to what you know to be true from your own learning. Then double-check that against your textbook and other course references.

This part of the process may seem overly time consuming--but it's worth it.

Not only will it keep you from studying the wrong thing--which could have tragic results--it in itself is a good study technique. By the time you are ready to use your borrowed resource, you'll already have learned a bit more just by checking it out thoroughly.

International standards for anatomy terminology

Not long ago in my article Introducing Terminology I mentioned that I'd be sharing more information with you.

This new video discusses the new worldwide standard for anatomical terminology and why it's important for A&P students to know about it.

Take a look . . .

[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. ]

Myths about textbooks debunked

As an occasional student myself and the father of some college (and college-bound) students, I feel the pain of textbook prices.
We hear a lot about why college textbooks are so expensive and what might be done to slow or even reverse the expense of college textbooks. In a recent post, I suggested that professors start comparing the prices of the textbooks available for their courses when making adoption decisions. See The Cost of Textbooks, in which I pointed out that some A&P textbooks cost as much as $45 less than comparable A&P textbooks.
Even state legislators have taken this up as a cause and have enacted regulations aimed and making textbooks more affordable. Unfortunately, none of these efforts seem to work . . . or at least not very well. Some of these efforts actually make the situation worse!

Most of the news stories I've seen or heard—and comments from students and politicians—makes it clear that we are not getting all perspectives on the issues involved. How do I know that? Because as a life-long student, as a professor, and as a textbook author, I know some important facts that are not commonly reported or debated. Facts that could and should expand the debate to help us find solutions that actually work.
So that you can find out "the rest of the story" I suggest checking out this brief article from the Text and Academic Authors Association (TAA), of which I'm a member:

TAA debunks the top 7 myths
regarding textbook costs

(Feel free to pass the article around to others who might be interested.
Click here for the PDF version.)

You may also want to explore this website

TextBookFACTS.ORG

New A&P Student Library

I've just added a new set of tools to help you succeed in your A&P course!

There's now a new link to The A&P Student Library at the blog site. This "library" is an affiliate of amazon.com that shows my personal recommendations for books and other resources that may help you.

Many of the listings include my own comments on the resource.

Over time, I'll be adding more resources. If you have any that you want to share with me, please comment on this blog post, or email me directly.

Want to know how The A&P Student Library works? Check out this quick video:

PLEASE EXPAND THE VIEWER TO SEE THE PRESENTATION CLEARLY.
After starting video, click the icon in the lower right corner of the frame to EXPAND.

[If you can't see the video player in your newsfeed then click this link http://screencast.com/t/BBDG3fxOX or go to The A&P Student blog to view the clip.]

New look for the newsletter!

Those of you who subscribe to The A&P Student 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&PStudent blog. It's an easy and convenient way to keep up with what's going on in your favorite forum for study tips related to the easy, efficient 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 Student Preview

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

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.]

Introducing terminology in A&P

Here's an introduction to learning the new terminology of your A&P course.

As I've mentioned several times before, learning terminology is an important first step in understanding the essential concepts of A&P.

This is the first of several videos that I'll be sharing with you to help you understand the terminology of A&P. This introductory piece explains the basic principle of word parts and how they are combined to produce a term.

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

What to do on Spring Break!

Most of you do not need any advice on what to do to fill your time during spring break.

But for folks in A&P courses, spring break could be a vital time that affects your overall success. That's something that should not be taken lightly.

Here are some things to think about:

• You do need time to rest up a bit from your hectic semester, right? Right! You'll come back to school refreshed and ready for more if you take some some time during your break to relax. Take time for yourself as well as for friends and family who are now wondering what planet you've gone to since you started taking that darn A&P course.
  
  
• You'll come back relaxed if you take some time to catch up with studying goals and assignments. If you've let things pile up, your break is a good time to get those stressful items off your plate so you can "start fresh" upon your return. (But don't use up all your time catching up . . . you should still relax a little, eh?)
  
  
• Reassess how your study plan in working for you. Try to be realistic about which things you're doing that seem to be working to help you understand what you need to understand in the course . . . and realistic about which things have turned out to be a waste of time. Need help finding good study tips? More things to try? Advice on reducing study time by increasing efficiency? Try my Study Tips & Tools section of the Lion Den.
  
  
• Do NOT use this time to get help from your professor. Hey, we need a break, too! OK, if your professor invited you to ask for help, then go ahead. If your college library or learning center is open during spring break, this might be a good time to visit without the usual flurry of activity.
  

You may be immersed in a big adventure in some exotic locale and are reading this after your return. Great! Hopefully, you'll be reinvigorated and ready to pick up where you left off.

For those that go out adventuring . . . or have some other interesting Spring Break experience . . . share it here by using the "Comment" link at the end of this article.

Finding others for study groups

One of the best ways to succeed in learning A&P is by participating in a study group.

Study after study shows that if you study with others, you increase the efficiency of learning . . . that means that you learn more in less time!

There are a variety of ways to connect with others in your course to get a group together for studying . . . such as getting lab partners to study with you, approaching people in your lecture course, finding folks in your college study center or library, rounding up folks in your dorm or neighborhood.

But there are many other ways that you may not have thought about. These are especially useful for those who are at a distance from their school, who have a heavy extracurricular schedule (family, work, etc.), or who are simply a bit shy.

One method you may not have thought of is finding folks through "virtual networking" techniques.

You might want to think about finding or forming a study group by posting a message to your course's course management system (CMS) . . . that is, through WebCT, Blackboard, ANGEL, Moodle, or whatever system your course uses. This can be done through posting on a discussion forum or emailing others in your course.

Your school may also have some sort of "online community" function at their website that would allow you to find others for one study session together . . . or to form a regular study group.

You can take that idea a bit farther and find or form a group on a social networking site such as Facebook, MySpace, NING, and so on.

Once you've identified some folks to join you in a study session, the next trick is to find a time when all of you can meet. Here are a few FREE online tools that can help do this easily and efficiently . . . and therefore painlessly!

• When is Good

• Doodle

• SAM (set a meeting)

Check out each one. It'll only take a few minutes . . . they're simple and straightforward. Then decide which one will work best for you.

Your teacher may also have additional ideas for how you can find some study partners.

The cost of A&P textbooks

In these hard economic times when so many are returning to school to retrain themselves for a new career, the cost of textbooks becomes especially important.

Did you know that there is a difference of $45 between the list prices of some A&P textbooks compared to others? For the same size, scope, and quality in the A&P coverage!

Most professors aren't even aware of these prices differences. You may want to ask your A&P professors whether they look at the "bookstore prices" when they are considering the adoption of textbooks for their A&P course.

Using the Clear View of the Human Body

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.

My tip for today is . . .

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 to develop your concept of the spatial relationships of the body . . . that is, how all the organs "fit together."

The typical anatomical illustration gives a rather flat view of body structures. The Clear View lets you peel away layer after layer, showing the anterior structures, then deeper structures, moving finally to the posterior structures. Then it reverses the direction, and takes you from posterior, to deep, to anterior! Because each layer is partly transparent and partly opaque (not transparent), you are able to see both organs on the layer you are looking at, and some of the organs in deeper layers.

The best way to use the Clear View is to play with it regularly. It's fun . . . go ahead and play! By doing so after or during your study of every chapter, you'll soon become very familiar with the 3-dimensional nature of the body.

Of course, dissecting fresh cadavers again and again throughout your studies would be a better way to achieve an understanding of how all the body parts fit together. But the Clear View isn't a bad alternative!

Check out this short (6-minute) movie clip showing the Clear View.



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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:



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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.