Well, friends, I'll bet most of us didn't see this pandemic coming. Not to the extent of impact it's had on the teaching and learning of anatomy and physiology. But it's here and we're going to roll with the punches and deliver a positive and productive ...
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[H&D] COVID-19 Scramble: Adapting to Remote Learning, Suddenly and more...

COVID-19 Scramble: Adapting to Remote Learning, Suddenly

Well, friends, I'll bet most of us didn't see this pandemic coming. Not to the extent of impact it's had on the teaching and learning of anatomy and physiology. But it's here and we're going to roll with the punches and deliver a positive and productive learning experience for our students, right?

To help us all get ourselves organized and on the right track as we adapt to suddenly having to move our face-to-face course homes to a remote venue out there in the vast expanse of space, I've assembled a few "get started" resources to help you adapt.


Quickly Moving to Remote Delivery—The Musical

This is an "emergency" bonus episode of my podcast (The A&P Professor). The brief audio presentation presents nineteen tips on how to get started. And there are three A&P songs from my friend and fellow A&P teacher, Greg Crowther. For a sing-along! We could all use a light-hearted sing-along about sodium ions right now, am I right?

Go to theAPprofessor.org/64b for an audio player plus a lot of links and other resources. Or subscribe in your favorite podcast player and look for Episode 64b. If you subscribe, you can access the links and images in the shows notes of each episode right there in your podcast player. And you'll also automatically get more episodes with tips on how to cope with the current situation—and so much more

There is also an earlier episode called Mid-Winter Winterizing of Our Courses meant to help prepare us before this all flooded in upon us. Many of these prep tips are still useful, even as the metaphorical flood waters continue to rise all around us. Go to theAPprofessor.org/63b

TEACH Instructor Resources for Anatomy & Physiology

This little gem has been there all along! Really. In your Evolve (Instructor) Resources for The Human Body in Health & Disease, 7th Edition  TEACH has all kinds of tips and strategies that can be used to generate ideas for learning activities that can be adapted for remote teaching.

Included in TEACH are:
  • Lesson Plans
  • Student Handouts
  • PowerPoint Slides
  • Pretest Questions and Pretest Answers


If you don't have an Evolve account, then just go to evolve.elsevier.com and click on Sign In in the upper right, then click on Create Account near the bottom of the form that pops up. Make sure you apply for a faculty account. It will take a day or so to verify your faculty status.


In the search box on the home page, or when you click Catalog at the top, type in Evolve Resources for The Human Body in Health & Disease, 7th Edition, then request access. The TEACH resources will be listed in the Instructor Resources tab.




But wait! There's more...

Besides the TEACH resources and Teaching Tips, there are all kinds of other resources in your  Evolve (Instructor) Resources for The Human Body in Health & Disease, 7th Edition:

  • Audience Response Questions—meant for "clicker" systems in a classroom, they can be easily adapted for online presentations to spark student thinking during an online "lecture" or demonstration.
  • Image Collection—contains (labeled and unlabeled) jpeg and PowerPoint versions of each image from the textbook.
  • Test Bank—can be a great resource for quickly constructing online quizzes and reviews. Consider using them for Testing-as-Teaching, a type of retrieval practice mentioned later in this post.

The A&P Professor

I already mentioned The A&P Professor podcast, but there is lot more there for you than those "emergency" bonus episodes. It's worth exploring the whole list for practical tips and advice as you move to remote teaching.

The great thing about podcast episodes is that you can listen to them while you are wiping down the surfaces in your home, making your family's meals, and rearranging your stacks of toilet paper.

Here are a few selected topics to start with:


Besides the podcast, The A&P Professor website includes other resources, such as online seminars for teaching anatomy and physiology. Here are a couple that may be helpful as this time:

Free eText

VitalSource and Elsevier have partnered to provide eText access to students. To assist students at disrupted semester-calendar schools who are losing access to course materials due to COVID-19 campus closures, VitalSource has been joined by Elsevier to offer free access to etexts to students whose classes have moved online from March 16 through May 25, 2020. Students will be able to access the expansive catalog of eTexts from participating publishers through the VitalSource Bookshelf app effective immediately.


Besides this being useful to students who are "stuck without" their textbooks, it can offer additional opportunities to connect with students in a remote environment. 

For example, something that I do in an online course I teach is let my students "subscribe" to the highlights and notes in my own copy of the eText version of the textbook. 

I can mark areas of particular importance, add commentary on what they should be looking at in a section or illustration, and clarify concepts that commonly challenge student learning. This could be particularly useful in "holding the hand" of a confused and dazed student who is trying to adapt to a new learning environment.

Coloring Book

I've been seeing a lot of advice to folks in general, telling them to sit around as a family and color in their coloring books. That makes a lot of sense in terms of diffusing stress and connecting in a positive way with those with whom we are house-bound. 

Why not suggest to students to do that, but use Mosby's Anatomy & Physiology Coloring Book as one of their coloring books? 

In a post from my blog The A&P Student, I recommend coloring as a way to study anatomy and physiology in a new and fun way—that also calms the nerves. So their nerves will become calm as they study their nerves! Check out Coloring Books Are Powerful Study Tools (And They Help Manage Stress).


Okay, whew! That's enough for now, eh? Don't hesitate to reach out if I can be of help to you. And don't forget your Elsevier Education Solutions Consultant!
 
 

Celebrating Women's History Month in The Human Body in Health & Disease

March is Women's History Month and as you consider ways to celebrate the role of women in the human sciences, why not start in your textbook?

The Human Body in Health & Disease has several descriptions of the contributions of women who have made important contributions to understanding human structure and function.

Elaborating on these stories yourself  is one way to celebrate Women's History Month. Another is to assign students to find more information about one or more of these women. Perhaps they could present this information to their class in the form of a blog or wiki entry, a poster or handout, or other creative media.

For example, the Growth & Development chapter includes a mention of Rita Levi-Montalcini's contributions to understanding the development of the nervous system.

In the Reproduction chapter, we recognize the role of Virginia Johnson in early attempts to understand human sexuality.

In the Chemistry chapter, we highlight the role of Rosalind Franklin in understanding the structure of DNA.

Why not start a conversation in your course today about the role of women in understanding the  the human body in health and disease?
 
 

African-American History Month in The Human Body in Health & Disease

If you are thinking about ways to celebrate the roles of African-Americans in scientific discoveries related to human biology as part of African-American History Month (also known as Black History Month), then you can start in your textbook.

The Human Body in Health & Disease has several built-in resources to jump-start a conversation.

For example, the Blood chapter includes a boxed sidebar that highlights the contributions of Charles Richard Drew to hematology—particularly in the establishment of blood banks.

In the Nutrition & Metabolism chapter, there's another boxed sidebar that mentions the role of George Washington Carver in the rise of food science. 

Just these two snippets can be a conversation starter in your course. Consider asking your students to contribute more—perhaps as a project or other assignment.

You might also want to check out Black History Month: Celebrating Blacks in Science, Promoting Diversity in STEM to stimulate some ideas for your course.
 
 

Active Concept Maps for Enhanced Student Learning

We all know that concept maps help students learn anatomy and physiology in at least two ways.

One way is when we use concept maps to teach principles in a visual manner that clearly shows relationships among several ideas. Students thus clearly see how to organize their thoughts about connected ideas as they construct their own conceptual frameworks as they learn.

Another way concept maps help students learn is when they build their own concept maps from what they already know about anatomy and physiology. Concept-map-making can thus be a powerful study tool. However, students without prior experience with concept maps often have a difficult time getting started. A few good examples of concept maps that relate to the ideas they are learning in your course are all they need to get a good start in making their own.

Starting with this edition of The Human Body in Health & Disease we are providing Active Concept Maps in the Student Resources in Evolve

Each Active Concept Map is an animated video of a concept map presented in a similar style to the concept maps used throughout the text of The Human Body in Health & Disease. However, these concept maps are "active" in the sense that they build from a single block as the narrator walks the viewer through each related concept that appears as the concept map branches and grows.

The block-by-block guided walk-through of a major concept will help students understand what they have read and heard in class more deeply. It will also model for students how they can build their own concept maps for other sets of related ideas that they encounter in your course.

Perhaps most importantly, the Active Concept Maps will provide a template for how to think in a "connected" way about the major concepts of the anatomy and physiology course. For challenged students, this is an especially important skill they must develop to succeed.

Here's a brief video walk-through that shows where to find Active Concept Maps in Evolve and how they work:

 
 

Embedded Hints Improve Learning

Can we assume that our students come to us already knowing how to read a book? Probably. 

Can we assume that they know how to effectively read and use a textbook? Probably not.

Really? you may wonder. What's special about reading a textbook?

Technically detailed textbooks such as science textbooks are not much like books of popular literature. One cannot just sit down and read a chapter of a health science textbook from start to finish—like you would with a novel—and expect to have learned much. And whatever you did comprehend would probably disappear from your brain by day's end.

No, college reading experts tell us that students must use reading strategies to comprehend what they read in a textbook. But I see that my students come to me without any such strategies or skills. They've gotten by without them until they hit their anatomy and physiology textbook, then wonder why the textbook doesn't seem to be helping them much. Then they limp along on class notes only—missing out on the deeper learning possible with the complementary material in the textbook.

I was an excellent reader when I was an undergraduate. Looking back, however, I realize that I didn't use any special strategies—and I didn't really get a whole lot out of my hours of textbook reading. Not compared to what happens now when I do technical reading employing some of the proven strategies to increase my reading comprehension of technical scientific works.

So what to do? Spend a week teaching our students how to read their textbooks? After getting some training ourselves in college reading strategies?

I've provided a better option in The Human Body in Health & Disease,

To guide students step by step through an effective reading strategy, I've embedded a series of hints that tell students exactly what to do to learn from their textbooks more effectively—and by spending less total study time.

Some of these strategies I've discussed here in previous posts. For example, I've already walked you through the word-study approach to reading vocabulary.

Take a look at any chapter in The Human Body in Health & Disease, to see the embedded hints clearly marked with the Hint icon. If you don't have a copy, just go to this link and request a free review copy now!

Then let's help our students by advising them to follow the directions in the hints to get the most out of their health science textbooks—and reduce their total study time!

Adapted from Anatomy & Physiology
 
 
 

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