Showing posts with label terminology. Show all posts
Showing posts with label terminology. Show all posts

Wednesday, December 5, 2018

How to Remember the Foramina of the Cranial Floor of the Skull

Learning all the features of the human skull can be intimidating at first. Especially all the many holes—or foramina—of the skull. 

To help us remember complex sets of information, we can use a helpful mnemonic phrase. Mnemonic phrases, sentences, and words are those that help us remember. That's what mnemonic means—related to memory.

A mnemonic phrase that I've used to help remind us of the anatomical locations and names of the paired foramina in the cranial floor is this: 

Old Rotund Owls Spin Lazily Across Jugs. 

FORAMEN
REMINDER
optic
old
rotundum
rotund
ovale
owls
spinosum
spin
lacerum
lazily
acoustic
across
jugular
jugs

Watch this brief video for an overview of the cranial floor foramina and a walk-through of the suggested mnemonic: Return to editingCranial Foramina | Mnemonic Phrase 


Want to know more?



Monday, February 23, 2015

Easter Eggs, Cheats, and the ESRB


I'm not up on the latest video game lingo.  I never got past Pong, which became popular when there weren't enough video games around to generate a whole new language.  But by listening carefully and asking a few questions, I've figured out these terms:

  • Easter egg - An extra little undocumentsed feature hidden away unobstrusively in a game
  • Cheat - This is a trick used to gain extra points or unlock extra powers or otherwise gain an advantage beyond just playing a game "straight"
  • ESRB - This is an organization that rates games for content (age-appropriateness, violence, etc.)

Two of my children are really into video games and when they talk to each other, I don't understand half of what they are saying because they're using all of this video-game lingo that I never picked up.

What does this have to do with your A&P course?  Terminology.  The language of A&P.

You are feeling overwhelmed with all the new terminology you have to learn, right?  And yet you've already mastered the specialized terminology of sports or video games or hobbies or SOMETHING in your life without too much pain—and without your head exploding.

So do the same things you always do to pick up the terminology of A&P:

  • Actively listen for new terms
  • Look at (and learn) new terms before you need them
  • If you run across a term that's unfamiliar, look it up—or Google it
  • Ask for help (your teacher, your classmates, your librarian)
  • Realize that it's going to take a few tries to pick up each new term
  • Don't ignore new terms—you might need it again, and soon

For specific tips on learning the terminology of A&P, check out

If you want some more specifics on the terminology of human science and medicine, check out my other blog o-log-y.



Monday, December 22, 2014

Five Things You Should Do Between A&P 1 and A&P 2


Ah, there's a break between semesters!  You've survived A&P 1 and have temporarily put it—along with everything else related to school—out of your mind.  You even wonder to yourself, "why am I reading THIS?  School is out!"

The answer to that question is, "because somewhere deep inside, I realize that A&P 2 is looming in the near future for me."


Here are five tips for being ready for A&P 2:

  1. Relax and refresh.  It's a break, after all!  Academic calendars purposely have breaks in them to allow you to "take a breather" and get your head out of  your books for a while.  Sort of like dreaming, it gives your brain time to assimilate what you've learned and get ready for the next round.  If you don't take some time for yourself to relax and refresh yourself, A&P 2 won't be so easy for you.

  2. Attend to "real" life.  A&P 1 was more rigorous and time-consuming than you thought it was going to be.  You found yourself putting friends and family "on hold" while you focused on keeping your head above water.  Now's a good time to reconnect.  And explain why you've had to be so focused.  It might also be a good time to make sure they're all on board for another semester or two of not seeing you so much—making them true partners in this "training phase" of your life.

  3. Review what you've accomplished. Take a small amount of time to review what you learned in A&P 1—which was an awful lot!  As I mentioned in #1, this is the time your brain is consolidating all those concepts into something useful.  Something you can take forward with you into later courses—and into your career.  So help your brain along a bit by taking a few minutes each day to skim over a chapter's worth of notes, the illustrations from the book, the chapter summary.  This simple trick can have a huge impact on how much gets into—and stays in—your long-term memory.

  4. Plan your strategy.  Besides the concepts you learned last term, you also learned—perhaps the hard way—that you can't succeed in A&P without a plan.  Now, when the pressure's off, is a great time to figure out how you are going to schedule your life next term.  Actually put it into your Google calendar (or on your whiteboard) now. Then, when your new course starts, you'll have it all mapped out.  This trick gets you in the right frame of mind to start a new semester in a low-stress way!

  5. Preview your next course.  You already have the textbook right?  You know what's coming in A&P 2.  Take just a few minutes each day to skim through the summary material of a chapter in the second half of your book.  I suggest that you start with the new words.  Read them out loud, so your brain is prepared for them next term (this is the best way to learn any new language).  Say the trickier ones—like carbaminohemoglobin—several times, to get the rhythm of the word in your head.  Then skim over a brief or detailed chapter outline.  Then, if you have time and haven't zoned out yet, look over the chapter illustrations.  This trick will give you the "lay of the land" of A&P 2—further reducing stress going forward.
Photo: Ryan Mahle

Tuesday, August 26, 2014

Getting a Good Start in your Anatomy & Physiology Course



For those entering the health professions, the human anatomy and physiology course is the arguably the most important—and most difficult—step in their schooling.

To get a good, solid start in A&P, I've pulled together some advice to share with you—things you need to know as you start, so you won't get into trouble you can't get yourself out of.

Learn how to read and raid your textbook

  • You can't just sit down and read an A&P textbook. It's not meant to be read like a novel or magazine. There are steps you need to take to really comprehend the contents, and if you don't take those steps, then you'll be wasting your time.
  • You also need to learn how to raid your A&P textbook.  That means knowing how and where to find information in your book when you need it to solve a problem or clarify something from your class discussion or lab activity.
  • You need to actually use your book.  Many students just set it aside (it looks so big and scary, after all) and never use it to supplement and complement what's going on in other parts of the course.  They often exclaim, "why did I have to buy that thing, when I didn't even use it!"  Yet, by not using it on their own, they are making it much more difficult—and time-consuming—to succeed in their A&P course.  
  • To learn more about how to read and raid your textbook, check out Read and Raid Your Textbook.


Brush up on your study skills

  • Prior to their A&P course, I've found that many students have been successful (or not so successful) in their high-school and college courses by just "winging it." Or by simply taking a few notes in class and reviewing them before a test or exam.  That won't cut it in A&P—no matter how brilliant you are.
  • You need to employ a set of study strategies to be successful.  I've listed just a few of them here, so you have an idea of what I'm saying.  Click on any of the links to find out more.
    • You'll be learning a new language, the language of science and medicine, so learn some basic principles of how that language works.
    • Use flash cards to help you learn new terms right away.  This is a first step before you can master the deep meaning of science concepts.
    • Use concept maps to sketch out the new sets of facts, theories, and principles that you are learning.  By drawing it out, you learn what aspects you've already mastered—and you reveal your weak spots and get them corrected.
    • Use concept lists to help you see connections between concepts you've learned and build a framework for seeing the "big picture" of human structure and function.
    • Manage your time by scheduling several short study sessions every single day. Cramming at the end does not work—and certainly won't prepare you for your later courses, nor your career, both of which rely on a deep understanding of A&P.
    • Study in a group.  Regularly.  Research shows that this is one of the most efficient (time-saving) and effective ways to study pretty much any subject.
    • Take good notes.  If your course involves lectures or online presentations, then take notes.  In lab, take notes.  Reading or raiding your textbook?  Take notes.  Take notes. Take notes.
    • Practice. Practice. Practice.
  • Spend a little time and effort learning effective study strategies. Here are some ways to get started:


Take A&P seriously

An awful lot of students look at the A&P course simply as a hoop that needs to be jumped through—a credential to get down on paper—before getting a degree or certificate needed to start a career.  A more realistic view sees the A&P course as a "first year on the job" experience.  Where you learn most of what you'll need to survive the first day, the next day, and the last day working in your health career.

So, how does one get serious about A&P?  Here are a few tips, with links to more information.
  • Develop habits of professional ethics by acting with academic integrity.
  • Realize that you've really got to learn it all, and learn it correctly.  And yes, spelling is important.
  • Exhibit professional responsibility by working regularly, attending class activities, and  honoring deadlines
  • Get others in your life on board with your plan.  A&P—then your later courses and clinical experiences—are going to temporarily take you away from some of the other responsibilities in your life.  If your friends and family don't realize what you need from them, it'll cause a lot of problems.  So have that discussion now and clarify things.  Need help?  Check out Help Significant Others Help You.

Friday, June 13, 2014

Is spelling important?

In A&P, correct spelling could be a life-or-death issue.  Really.

The topic of correct spelling—and the consequences of incorrectly spelled terms—was brought to mind a while back with the news story about a student on the TV game show Jeopardy! whose answer was disqualified because it was misspelled. A lot of folks were angry, as though the boy was cheated, but the producers calmly pointed out that it’s not an acceptable answer if it’s not spelled correctly.

Just like Scrabble or Words with FriendsJeopardy! is a game with rules, after all.

But the A&P course is not “just a game.”  It is the foundation for many health professions.  Professions where misspellings can be the basis for life-threatening medical errors.

Most A&P professors serve humanity by enforcing accuracy in our courses—including correct spelling of scientific and medical terms.

Here’s what I tell my own students:
“That's part of learning how to communicate accurately and professionally. For those of you going into patient care or managing patient records, accuracy can affect a person's life . . . so it's best to learn that lesson here and now—where no one's life is in danger.”
There really IS a difference between perineum  (area between the genitals and the anus) and peritoneum (membrane covering your intestines and lining the abdomen).  Just two letters, and the whole meaning of a sentence or paragraph—or medical record—is changed. It may still make sense when you read it, even in context, but it is now wrong.  Perhaps deadly wrong.

Some A&P students counter that current software platforms used in hospitals and clinics have safety features that autocorrect or call attention to potential errors.  That’s true—to some extent.  But just like the autocorrect features found in word processing software, they cannot be relied upon entirely. We really must know which term is which by its correct spelling.

Now’s a good time to think about how how serious you are in preparing for your profession.  I want my healthcare providers to get it right.  You should, too!

Adapted from an earlier article at The A&P Professor

Friday, September 27, 2013

Learning bones & skeletal features

Wow, not only must I learn all the bones of the skeleton, but also a humongous list of bone features?!

Beginning the study of the skeleton can be intimidating, for a number of reasons.  Not the least of which is that the names of the bones and bone features seem to be very odd—sometimes almost unpronounceable.

There's a reason the names are so odd.  They're based on a foreign language!  They're all based on Latin, with a lot of Greek word parts mixed in there. Once you realize that you're learning a new language along with learning new structures, the task ahead will be clearer to you.  And hopefully, a  bit less intimidating.

It turns out that if you actually focus on the fact that these are terms from a foreign language and try to translate them, then learning skeletal anatomy is far easier—and takes far less time and effort—than if you ignore the meanings of bone names.

To help you get started on this road, I've produced a couple of very brief videos that outline a proven method to quickly and easily learn your entire assigned list of bones and bone features.  Watch them both to get the greatest benefit.

In the videos, I mention a couple of lists of translations (and pronunciations) that will help you engage the method I'm recommending.  Links to those lists are found below.








Want to know more?

List of bone marking types
  • Translation of each term
  • Pronunciation of each term
  • Brief description of each term
  • my-ap.us/16PNh3K

List of bones and bone markings of the human skeleton
  • Translation of each term
  • Pronunciation of each term
  • Use with your textbook or Survival Guide for A&P (below), which has a description of each structure
  • my-ap.us/15zZYom

Field Guide to the Human Body:  Bone Names

Survival Guide for Anatomy & Physiology
  • Many time-saving, effort-saving, and frustration-saving tips and shortcuts
  • my-ap.us/16aa5zg

Learning A&P Terminology
  • Brief introduction to the scientific terminology used in A&P
  • You might want to look at this FIRST if you haven't seen it yet
  • Includes short, helpful videos
  • my-ap.us/14PncUV

More Tips on Learning the Human Skeleton
  • Additional blog posts (including this one) focusing on bones
  • my-ap.us/JJEEMF

Monday, August 12, 2013

Exercise (lightly) while you study

Some recent research has shown that if you exercise lightly while you study, you may learn a bit better than if you are sitting quietly.

Apparently, light exercise--for example, riding a stationary bike at a gentle pace--during the process of creating new memories helps you remember things better.  However, vigorous exercise seems to reduce recall in the short term and has no effect in the long term.

There's certainly more that scientists have to figure out about this phenomenon. But in the mean time, it may be worth trying these strategies:

  • Walk slowly on a treadmill while reviewing your flashcards.
  • Ride gently on an exercise bike while reading your textbook.
  • Listen to an audio summary of your textbook chapters or a recorded lecture while doing light gardening or household chores.
  • Quiz your study partners while taking a leisurely stroll through the park or across campus.  But NOT across the parking lot!

Wednesday, March 20, 2013

Legs and wings

What part of your body is the leg?

Wait . . . think carefully before you answer.

If you said the long limb below your waist (or equivalent), you'd be wrong!  Well, okay, it would be correct in everyday conversation.  But it is not anatomically correct.

In anatomical terms, the lower limb (lower extremity) is made of up of the thigh, leg, and foot.  Anatomically, the leg is only that section of the lower limb just below the knee.

The same sort of thing happens with the arm.  In anatomy, the entire upper limb (upper extremity) is not the arm.  Only the section above the elbow is the arm.  The section just below the elbow is the forearm.

One way to help you remember this is think of pieces of chicken.  I realize that not everyone is a meat eater. But those who eat chicken know that it's often served in pieces.  A chicken leg is not the entire lower limb--there's another piece just proximal to the leg: the thigh.  Remember that, and it may be easier to keep the distinction straight in human anatomy.

Likewise, one can think of the two types of pieces often served in an order of chicken wings.  The "drumette," which looks like a mini drumstick, is the arm.  The "flat" or "wingette" is the forearm.

diagram of chicken parts


human parts




Wednesday, February 20, 2013

Study Blue

As stated recently, the best way to learn anything is . . .
Practice.
Practice.
Practice.

And one of the easiest and fastest ways to practice learning the basic facts and terminology of A&P is to use flash cards.

One great way of using flash cards is to use an online platform for making, studying, and sharing flash cards.

Study Blue is one of the more popular online flashcard tools.


Here's a brief video introducing the philosophy behind Study Blue




With Study Blue you can can create flash cards on your device based on your course needs, then use their automated system to review them.  You can also create custom study guides and quizzes based on those flash cards.

This brief video Tap. Snap. Speak, shows how simple it is to make a flash card with Study Blue.


Now imagine yourself in A&P lab with a skull.  Or a model of the torso.  Point to a structure, snap a photo and say, "mastoid process." and you've got a great flash card for studying!

Teachers can assemble sets of flashcards with Study Blue  then share them with students.  Of course, students can share with their classmates in study groups.  For example, in your study group you may assign each person a set of flashcards to make based on your course material.  By sharing each of these with the whole study group, everyone now has a whole library of flash cards based on the week's study topics.
Check out Study Blue at

For more advice on making and using flash cards effectively for A&P check out the collection of articles at




Wednesday, February 6, 2013

READ and RAID your textbook

Most students don't know how to read their A&P textbook.

Oh yeah, they give it a try.  They sit down with the book and try to make it through a couple of chapters.  Maybe three or four chapters . . . because, well, er, they've put off reading the book as long as they can.  Look at that thing!  It's huge!  And all the complex terminology!

It's not that they can't read . . . the problem is that they don't have the needed skills to use an A&P textbook effectively.

So how can you get more out of that huge, expensive book?  Following are some tips:

1. Look over the organization of the chapter first. 

If there's a brief outline in the chapter opener, don't skip it. If there isn't one, then quickly skip the chapter and read each heading and subheading.  This gives you the gist of the story and provides a framework in your head upon which you can build your understanding as you read.

2. Read all the key terms out loud before reading. 

It sounds crazy, I know.  But it works.  By saying each word before you read, your brain becomes familiar with the term more quickly.  Then, as you read, you won't stumble over the word or simply skip over it—either of which won't help you learn what you need to learn.  If there isn't a word list in the chapter, then simply skim the chapter saying each boldface term out loud.

3. Chunk the chapter.

Some textbook chapters go on and on . . . and on.  Well, don't let them!  Just read one or two sections at a time.  By breaking it up, you can comprehend more of what you read.  And it spreads the work of reading out over several days, making it less likely that you'll avoid a painfully long reading session.

4. Actively review what you read. 

Most textbooks have review questions built into chapter sections and at the end of the chapter.  Don't ignore them.  Better yet, write out the answers.  By using multiple senses, your understanding (and memory) will be strengthened.  Always double check that your answers are correct, perhaps asking your study partners or professor for help.

5. Raid your book later.

After you've read a chapter in your textbook, you're not done with the book.  As you study the material, or build on it in later parts of the course, you'll want to come back to particular topics and "raid" it for specific bits of information to review again.  As you pay attention to the organization of each chapter (see item #1 above), you'll be able to easily find the treasures you need within each chapter.

For more on these tips--plus some additional tips to make your reading easier and more effective—check out the video.



For even more ideas to help you with your textbook, try these:





Wednesday, January 23, 2013

Practice. Practice. Practice.

Anatomy and physiology is something that you'll need the rest of your life!

That's right.  Not only will you need a strong foundation in the concepts of human structure and function for remainder of your academic program, you'll need that foundation for the rest of your career and beyond.  It's the basis for all clinical practice and research.

Some A&P students already have some skills in getting ideas into their short-term memories.  Enough to pass the test.  Then they relearn those ideas for the exam.  But often, much of it is gone months or years down the road.  How can one get it all into long-term memory?

The answer is easy!  

Practice.
Practice.
Practice.

A few months ago, I wrote about the Wallenda model of homeostasis, using the Wallenda family of high-wire fame as an analogy for how the internal environment of the body maintains its vital balance.  Decades ago, when I was a wild animal trainer in the circus, I asked Tino Wallenda the secret to his great talent as a high-wire artist.  He told me, "Practice. Practice. Practice."   That really resonated with me.  I already knew that constant practice is the key to animal training.  Later, when I began teaching [human] students, I realized that no learning "sticks" without a lot of practice.

It's a simple principle.  But how do you put it into play in your A&P studies?  Here are a few tips to get you started:

  • Read the book more than once.  Break each chapter into chunks (sections) and read just a bit every day.  When you get to the end of the chapter, start the cycle again.  You'll be surprised at how much more you see and learn on a second or third reading.  It begins to "sink in" after repeated reading.  Don't forget to go back and occasinally re-read chapters you haven't looked at in a while.

  • Do as much homework as you can.  If your instructor doesn't assign homework, then assign it to yourself.  Write out the answers to the review questions at the end of each chapter in your textbook.  Find a study guide (perhaps there is one that supplements your textbook--ask your bookstore or search online).  

  • Make and use flash cards.  You can learn and practice terminology easily with flash cards.  But more advanced methods can be used to sort out relationships and understand the deeper concepts of A&P, as you can see in the video below.  You can also use published study cards to practice.

  • Take the test repeatedly.  Ask your teacher if they have old tests you can use for review.  If not, then make up your own!  This works even better if you have a study group--you can each prepare a test for the others to take.  Review your old tests.  If you don't have them in hand, try to remember the questions that were on them.

  • Do your practice every day.  Break your reading and other practice activities into chunks of about a half hour.  Then do several half-hour practices throughout the day.  Every day.  Holidays, weekends, and your birthday. Really. If you skip a day, you'll feel it.  So try not to skip.

Monday, November 12, 2012

Flow of cerebrospinal fluid (CSF)

Having trouble visualizing the ventricles and canals that contain CSF (cerebrospinal fluid)?   Or the pathway of circulation of the CSF?

Here's a brief animated video that walks you through it all in a simple, straightforward way.

The video uses eponyms and other terminology you may not be using in your course, so here are some translations:
  • ependymal cavity = ventricle
  • foramina of Munro = interventricular foramina
  • aqueduct of Sylvius = cerebral aqueduct (aqueduct of midbrain)
  • foramen of Magendie = median foramen or median aperture (of fourth ventricle)
  • granulations of Pacchioni = arachnoid villi or arachnoid granulations



Click on the image above for a freaky animated MRI (magnetic resonance image) showing the pulsing of the CSF with the hearbeat in aa person with normal pressure hydrocephalus (NPH). Image (c) Nevit Dilmen.

For more on differences in terminology, check out my video: my-ap.us/TmWmiL

Wednesday, September 5, 2012

Planes of the body


In a previous post, I addressed that initial struggle with anatomical terminology when beginning a course in anatomy & physiology.  In this post, I'll pick up with another early--but essential--set of concepts: planes of the body.

As with any concept of A&P, one shortcut to understanding is to connect the concept to something simple that you already know about.  Let's see how that could work with anatomical body planes.

For planes of the body, think of them as ways you could slice the body if you had a big giant saw like illusionists use to saw people in half.

If you saw a person so that there is a top part and bottom part of their body, then you’ve cut along a TRANSVERSE or HORIZONTAL plane.  Either term can be used. They both mean the same thing.  It doesn’t have to be equal top and bottom halves . . . ANY separation of top and bottom is a cut along a transverse plane.

If you saw a person into left and right pieces, you are sawing along a SAGITTAL plane.  The word sagittal literally means “relating to an arrow” used in archery.  So imagine shooting an arrow into an apple that is sitting on top of my head . . . and then imagine the apple falling apart into a left and right piece as the arrow slices through it.  That’s a sagittal cut . . . a cut along a sagittal plane.

If the sagittal plane is exactly in the middle, dividing the body along its midline into equal left and right halves, we call that plane a MIDSAGITTAL plane.  If instead the plane is off to one side or another, splitting the body into unequal pieces, it’s simply called a SAGITTAL plan.

If you saw a person into front and back pieces, you are cutting along a FRONTAL plane or CORONAL plane. 

Again, seeing this visually is a good idea. 
  • First, study the images of body planes in your A&P textbook and lab manual. If you are using one of my textbooks or manuals, you can find a handy diagram  of the planes of the body just inside the front or back cover.    By looking at many different diagrams, you'll get a better understanding of the essential concept of body planes . . . as well as plenty of practice.
  • Try constructing a three-dimensional "paper doll" model that resembles the diagram shown here.  Or any kind of simple, hands-on model.  Such activities may seem like a childish project, but it engages many parts of your brain and thus strengthens your learning . . . and your memory.
  • Here's a great YouTube video outlining the concept of body planes:


  • You may find this FREE mini-course to be helpful.  It's called simply Anatomical Directions and it's provided as a free service from Insight Medical Academy. It requires a free registration to use the course, so be sure to register before trying to access the course.  Here's a brief video explaining how the free course works.


     

Friday, August 31, 2012

Anatomical directions

When starting out in A&P, it's important to get a good grasp of how we talk about directions in the human body.  That's so that we can get down to business and really start describing human structures.  Describing them in a way that is accurate enough to be really clear on where those structures are in the body.

The problem is that most of us feel overwhelmed when a long list of rather foreign terms and concepts seem to suddently fall on top of us and make it hard to breathe!

A good approach is to stay calm and look for ways to connect these ideas to simple concepts that are already familiar to us. Following are some examples to get a good start.

Think of the directions of the body as you would ordinary directions like UP, DOWN, FORWARD, BACKWARD, etc.:

  • Superior UP
  • Inferior DOWN


  • Anterior FORWARD
  • Posterior BACKWARD


  • Lateral TOWARD THE SIDE
  • Medial TOWARD THE MIDDLE


  • Proximal NEAR THE BEGINNING
  • Distal AWAY FROM THE BEGINNING

Notice that the directions above are grouped into opposite pairs.  This is a good way to think of them . . . as pairs of opposites.

Now try the same with these directions:

  • (Anatomical) Left
  • (Anatomical) Right

  • Dorsal
  • Ventral

  • Cortical
  • Medullary

Now look at the diagrams showing anatomical directions in your A&P textbook and lab manual.  If you are using one of my textbooks or manuals , you can find a handy diagram along with a list of direction terms just inside the front or back cover.  My books and manuals also use a an anatomical compass rosette in every illustration, pointing you in the right direction just like the compass rosette found on any ordinary map.

Then try to find similar diagrams by doing an internet image search for "anatomical directions." The more diagrams you look at, the more it will become clear how the directions are used.


Next, try searching for some YouTube videos that explain the anatomical directions of the body.  Here’s a really good one:  


But this is just the beginning.  To truly understand them . . . and to be able to recall them quickly and easily as you must during your A&P course . . . you need to PRACTICE using them.  How you ask?  Aha! I have some strategies that are both fun and effective:

  • Start using them in every conversation.  Explain to your friends or family that the remote is superior to to the television screen but you are about to move it to a position inferior to the screen.  Explain that your pocket is on the lateral side of your jeans.   "Hey look, my shoelaces are dorsal!"  Yes, it's goofy.  But that's part of what makes it effective.  And your friends and family will love helping you study.  Really. The important thing is to do it frequently and throughout  each day . . . until you have reached total mastery.
  • Label your body.  Yep, you read that correctly.  Remember when you were a little kid and you labeled one shoe "left" and one shoe "right" so you could learn your left from your right?  What?! You didn't do that?   Well, if you had then you'd have learned that lesson far more quickly.  Well, here's your chance!  Pin "proximal" and "distal" labels on your sleeve.  Pin a "superior" label on your hat.  Then add an "anterior" label to the front of your hat and a "posterior" label on the back.  Yes, another goofy strategy.  But it's one that works, while also letting others join in the silliness.
    • An extra advantage of this strategy is that when folks see the labels and ask about them, you will be reminded to practice them.  "Oh yeah, I forgot about those labels.  Here, let me explain them to you."  Both the reminder and your explanation of each one will continue to give you the practice you need to master your anatomical directions.
  • Use flash cards to practice anatomical directions.  If you're not already familiar with the many ways to use flash cards to quickly and thoroughly learn anatomical concepts and terminology, check out my many posts describing this method

 In an upcoming post, I'll follow up with some strategies for learning the planes of the body.

Tuesday, July 31, 2012

10 tips for studying the skeleton

One of the first major challenges in learning A&P is learning all the bones and bone features of the human skeleton.  Many students have not had much experience in memorizing physical structures to be identified by sight.

This video from my friend Paul Krieger is a good place to start.  It summarizes some of the basic shortcuts and tips that will help you learn the human skeleton . . . tips that will help you learn any anatomical structures of the human body.




Here are some additional links related to Professor Krieger's "10 tips"

Here's another resource from Professor Krieger that my own students find to be very helpful in learning the human skeleton as well as other concepts of A&P

A Visual Analogy Guide to
Human Anatomy & Physiology

Tuesday, May 22, 2012

T-charts

T-charts are a simple way to help visually organize concepts when studying anatomy and physiology.  T-charts are a type of graphic organizer or concept map.

Basically, you just take a sheet of paper and draw a huge T on it. Above the crossbar of the T, write a title for your chart.  Then just below the title, create a title on each side of the crossbar.  These are headings for what each area (left and right) below the crossbar will contain.

Then fill in the spaces below the two sides of the crossbar.

 Fill them in with what, you say?  Glad you asked!

The sky is the limit, but here are some ideas (with simple examples). 
  • Put new terms on one side and their definitions on the other.
    • Example: nucleus; central membranous structure of cell containing DNA
    • Example: diffusion; tendency of particles to spread out and reach an equilibrium of concentration
  • Put the names of organs on one side and their functions or descriptions on the other.
    • Example: small intestine; digestion and absorption of nutrients
    • Example: kidney; filtering and balancing of blood plasma, resulting in the formation and excretion of urine
  • Compare/contrast two functions by putting on each side.
    • Example: anaerobic pathway; aerobic pathway
  • Organize structures or functions by area or type.
    • Example: humerus; upper extremity
    • Example: brain; central nervous system
  • List two divisions of a system or organ
    • Example: central nervous system; peripheral nervous system
    • Exampl: sympathetic division; parasympathetic division

Want to know more?

T-chart
[A FREE online tool for fast and easy creation of T-charts.]
my-ap.us/Lzxuko

T-chart graphic organizers
[Blank, printable T-charts in a variety of styles. FREE.]
my-ap.us/Ka1Vtg



Wednesday, March 7, 2012

Say it 18 times

Want to learn your A&P terminology quickly and easily?  In a recent post, I told you that one way to do that is to work on six new words every day.  My friend Jane, the foreign language professor, gave me another tip to help learn new terminology: say each new term out loud at least 18 times.

Apparently, there's evidence suggesting that to "own" a new word, you have to say it out loud at least 18 times.  The vocalization, along with the repetition, apparently help to reinforce memories in the various language areas in your brain.  Which means that you can recall and use the terms easily.

I know that seems silly . . . even childish.  But think about it.  Silly as it may seem, isn't it worth reducing your study time and improving your knowledge quickly?


Want to know more?


Saturday, January 21, 2012

Six a day

As you begin a new anatomy and physiology course, you will likely feel a bit overwhelmed with the flood of new terminology.  Or a lot overwhelmed with all the new terms.

However, it need not be as big a struggle as you might first think.  There are some tricks and shortcuts . . . and I'm here to let you in on a few of those.

Today's tip comes from my friend Jane, who is a very talented professor of foreign language.  She told me that research as shown that most people can easily learn five to seven new words a day.  That is, if you work at it, you can add about six new words to your vocabulary each day without too much trouble.

That doesn't seem like a lot, but if you spend a few minutes a day you can easily pick up about 45 new terms a week.  That's over 700 new terms in a semester!

But of course, the trick is to put a little bit of effort into every single day.  Simply make yourself six or seven new flash cards, each with a new term, every day.  Review them for  just a few minutes, but do that several times throughout the day.

Don't forget to spend a few minutes reviewing your cards from the days before . . . you don't want to forget those new terms.

If you make this a habit, then you'll find that those few minutes a day can really make a huge difference in your mastery of the terminology of A&P.

Here are some more tips to help you get started learning the terminology of A&P:



There's more! 

Click here to browse my many tips for mastering the terminology of A&P.

Monday, September 19, 2011

Study Droid

Looking for a way to tame the thousands of terms you are flooded with in your A&P course?

Looking for a shortcut to memorizing  structures in your A&P lab?

How about an easy way to practice identifying histology specimens, anatomical structures, and important concepts?

Maybe you've already found out what bazillions of A&P students before you have discovered . . . flash cards!

One of many web-based tools that you can use is Study Droid.

If you want to see one student's take on Study Droid, then check out this video.


If you want a more focused tutorial on how to use Study Droid, then check out this video.


Already using Study Droid to study for A&P, then let's hear about your experience!

Thursday, August 18, 2011

Learn your anatomical directions!


As you begin studying the structure and function of the human body, you'll find that you need to be thoroughly familiar with the terminology used in anatomy to describe directions and orientation.

It may seem overwhelming at first, but it's a necessary step in learning everything else in anatomy.  It's like knowing north from south and east from west when beginning a course in geography.

The Anatomy Coloring BookExtra time and effort spent to learn anatomical directions and orientation at the beginning of the course will make most of the next semester or two . . . and beyond into other courses and your career . . . go way more smoothly.  Really.  It's hard to see that now, I know.  But trust me!

Besides your learning in the lab and lecture course, and working through your textbook and lab manual, you may find this FREE mini-course to be helpful.  It's called simply Anatomical Directions and it's provided as a free service from Insight Medical Academy. It requires a free registration to use the course, so be sure to register before trying to access the course.  Here's a brief video explaining how the free course works.