Big Year in Anatomy & Physiology Teaching with The A&P Professor | TAPP Radio Episode 36


>>Kevin Patton: US President Theodore Roosevelt
once said, “Do what you can, with what you have, where you are.”>>Aileen: Welcome to The A&P Professor, a
few minutes to focus on teaching human anatomy and physiology with host, Kevin Patton.>>Kevin Patton: In this episode, listener,
Adam Rich, calls in with some questions, we’ll see if a new kind of blood vessel may have
been discovered, and I’ll have a brief review of some of the big ideas of this podcast’s
first year.>>Kevin Patton: Hey, I think we have a call
coming in on the podcast hotline.>>Adam Rich: Hi. This is Adam Rich from The College at Brockport. I really enjoy your podcast, and I have a
question. I listened to test frequency in A&P recently,
and I was really interested in that because I’m changing my test frequency in my course. Well, in that podcast, you reference a really
early podcast that may have been your first or second podcast that is where you talk about
spaced retrieval practice.>>Adam Rich: So here’s my question. Students get to practice these tests online. Then do you let them save the test so that
they can … and then do you give them the answers, or do you have them look it up? Second question, when they take on online
test, do they get the answer to each question immediately or only after they’ve gone through
the entire, let’s say, 30 questions? So there’s my question. Thanks a lot for listening. This is Adam Rich from Brockport. Bye-bye.>>Kevin Patton: Why, Adam, thanks a lot for
calling in. I always appreciate voicemail feedback, and
I’m glad you enjoy the podcast. I know I enjoy doing it, and you’re right. There have been a number of episodes over
the last year where I’ve discussed some of the things that I’ve found successful in testing
in my students. How that works really well is a form of retrieval
practice, even spaced retrieval practice, that can really jumpstart student learning
and really embed it in their long-term memory.>>Kevin Patton: Because I’ve covered it in
little bits and pieces here and there, you probably all have a lot of questions about
what exactly I do. Before I answer these specific questions,
I just want to point out that I’m giving you this information about the way I’ve found
it to be successful, not because I think you should all do it the way I do it. Heavens, no. What kind of world would we live in if everybody
did it the way Kevin did it? I’m always changing things up, trying to find
better ways to do it myself, and you should be doing that.>>Kevin Patton: The recipe I use may not work
so well in your course, and the recipe you’re using may not work so well in my course. So that’s where the art of teaching comes
in is to try and figure out what’s going to work best in my particular situation. I’d like you all to do what Adam did and give
me some feedback, especially if you do it on the podcast hotline. Give me some feedback. What are some things that you’ve found that
work well for you? Even if they’re very different from what I
do or in opposition to or in place of what I do, I think we’d all like to hear what some
of the practices are out there and some of the successes or failures that you’ve had
with those.>>Kevin Patton: But let’s get down to the
specific questions here. One is I have them do these tests online as
well as face-to-face tests. In my A&P courses and the lecture course,
I typically only have a midterm and a final in class. Everything else is online. They do get some credit for it, though not
as much credit as they get on the final and midterm exams, but they do get some credit. They can do up to three attempts. The highest grade of the three attempts is
the one that gets scored and kept in the grade book because I want them to experiment and
I want them to do it over and over, to reach a level of mastery so that they really are
ready for the midterm exam and then later the final exam.>>Kevin Patton: The question is, do I let
them save the test so they can go back and look at it? Yes, they can. In the learning management system, they’re
all saved, and they have access to that for the entire rest of the course. Now, there are ways to set the learning management
system so they have limited time, but I don’t do that. I let them access it the whole time so that
if they forget to download it or look at it or whatever, they can always do it later. A lot of times, they like to go back and make
sure that they have access to all of the different attempts and all of the different tests prior
to their midterm exam and then their final exam because they use that as part of their
study process, their preparation for the in-class exams.>>Kevin Patton: Not only can they go back
and access them, but they do have the ability to download them and either save them as a
PDF file or something like that or print them out. I tell them, “Please do take those copies
of the test with you to your study groups when you study with your study buddy. Compare the different versions,” because they
are generated by a randomized test bank, and so every time they take an attempt, it’s going
to be a different test. They’re going to have different questions. One or two of the questions might be the same
or similar, but they’re not going to be the same test. When you compare yours to your study buddy’s
test, they’re going to be different.>>Kevin Patton: So the more different versions
of the test you can look at, the more you’re going to be able to get an idea of, “What
are the big ideas that Kevin is looking for and testing for? What are the kinds of things that are important? What kinds of questions is he going to be
asking?” And so, yeah, I want them to do that. I want them to share that, and there’s no
way they can actually rebuild my entire test bank. If they did, well, great. Maybe that would be a good study technique
too, but I think that would be a waste of time.>>Kevin Patton: I think it’s better to just
go in, try to get the right answer, maybe share with one or two or three others in class
so that you get even more versions of the test so you’re really very well-prepared and
you really know the content. You’re not really memorizing a specific test
or a specific set of questions because you’ve got so many questions that you’re really drilling
down to what’s the important information. “What are the important understandings that
I need to have? What are the kinds of problems I need to solve,
and how do I solve them?” So yeah, they can look it up anytime. They can keep them.>>Kevin Patton: Another question that came
in from Adam is, “Do they get the answer to each question immediately or only after they’ve
gone through the entire set of questions on the test?” They don’t get any feedback immediately. They have to take the whole test, and they
can go back and change questions if they want. They go through the entire test. Then they submit it. Then they find out which ones they got wrong. The way I have mine set, they know which ones
they got wrong, but they don’t necessarily know what the correct answer is. For example, if it’s a multiple response question,
they might have chosen answer B, and it’s marked wrong. So they know B is not the correct answer,
but they don’t know which of the other remaining answers is correct. They don’t know if A is correct or C is correct
or D or whatever.>>Kevin Patton: They have to find that out
on their own, and I want them to work on that and find it out. I want them to collaborate with their study
partners if that’s what it takes to figure out what the correct answer is, look and see
if there’s some similar question on their buddy’s test and see, “Well, what did you
answer? Was that marked correct? Will that help me answer this particular question?” So I want them to do that. Now, what if they can’t find the right answer,
or they’re not sure that they’ve found the right answer? Well, what I beg them to do, and most of them
do, is come and talk to me about it. They can come to my office. They can catch me in the hall after class. A lot of them use email these days and direct
messaging through the learning management system, and then we get one on one.>>Kevin Patton: When they come to me and say,
“I know B is wrong because it’s marked wrong, but I don’t know what the right answer is.” I’ll ask them, “Well, of the ones there, just
give me a guess. What do you think the right answer is? Where have you looked to find the right answer? Have you raided the book? Have you raided your notes, your class notes? Have you discussed it with any of the other
students?” I give them some ideas on how you would go
about finding the right answer if they haven’t done any of that yet, and then I walk them
through it and say, “Well, what is the question asking you?” Then we get on the right page there, and then
I ask them, “Well, is there any information that’s given to you in the question that we
can use as a basis for finding where we need to get to, what the question is asking?”>>Kevin Patton: I go through a whole process
with them so they can learn how to deal with a question, how to find the right answer. I rarely let them walk out of the office or
let them off the hook until we’ve gotten to the right answer. So they do get the correct answer, but I don’t
just say, “Oh, yeah, it’s C. That one is C.” I walk them through it and make it a learning
process, use it as a teaching moment to do that, and that’s why I do it that way. That being said, I know a lot of people that
set up their learning management system in a different way, and a lot of the third-party
quizzing engines do it this way too where they’ll either get immediate feedback on that
question where it’ll say, “Nope. It’s not B. It’s C, and here’s why it’s C,”
or, “It’s not B. Try again. Oh, good. You chose C as the response, and that’s the
correct response.”>>Kevin Patton: Those are good learning processes
as well, and I don’t know, maybe they’re better. But the way I use has worked well for me,
so I’d love to hear feedback on ways that you do it and why you like the way you do
it maybe better than the way I’m doing it. I think we’d all like to hear that. So call in, but thanks again, Adam, for calling
into the podcast hotline.>>Kevin Patton: I was reading through some
articles from New Scientist. I got to tell you, when I see an article that
begins with the statement, “It’s time to rewrite the anatomy books,” I’m going to read that
article. I’m glad I read this one because there’s a
very interesting new discovery about a potential new kind of blood vessel that’s been discovered
in bones. Whether it’s really going to require a rewrite
of anatomy books is yet to be seen, but this is very interesting early information that
you probably ought to take a look at because I think there is something to it.>>Kevin Patton: You probably already know
that the blood supply of bones usually comes into the bone by way of some arteries at either
end of a long bone or maybe near the middle of a long bone, and it penetrates through
the cortical layers of bone all the way down to the medullary cavity. Then from there, it radiates back to the outer
areas of the bone. What these researchers that wrote a recent
article in Nature Metabolism did was they were looking in mice, and they saw that by
using some chemicals on some long bones of a mouse, they were able to make the bone transparent. They could see the tiny little capillaries
that were present in the bone, and they found a bunch that they did not expect that were
crossing the bone shaft perpendicularly. In other words, they were going right across
those cortical layers and right down toward the medullary cavity.>>Kevin Patton: They weren’t coming in a larger
artery and then going through this whole network of capillaries and so on within the bone and
then draining back out through a large vein or maybe two or three or whatever large veins
out of that long bone. They were actually coming in, sort of seeping
in, through the wall of the bone, but, of course, they’re going through these little
capillaries, and the same thing for blood escaping back from inside the bone and getting
back into the venous circulation back toward the heart. And so they named these newly discovered,
very tiny vessels, transcortical vessels or TCV.>>Kevin Patton: Then, of course, one of the
first things they did, which I would do, is look in human bone and see, and they did find
some in human bones. But there’s a lot more yet to be done with
not only the mouse model but also in doing human investigation to see whether this is
just a fluke or it’s a mistake in how they were applying the technology or a mistake
in how they recorded their observations or what. But it’s looking pretty good so far that most
of the blood … and by the way, in the journal article, they proposed that over 80% of the
arterial blood flow coming into the bone and about 59% of the venous blood flowing out
of the bone goes through these TCVs and not through those large arteries and veins that
we thought were the only way in and out of a bone. This could really be a boon for medical illustrators
who are going to have to draw new pictures of the blood supply of bones, and I think
it’s just another one of those interesting stories on our journey to understanding the
anatomy of the human body.>>Kevin Patton: In the previous episode, that
is episode 35, I talked about the notion of there being big ideas in the stories that
we’re telling about human anatomy and physiology and that we, as storytellers, ought to be
aware of these big ideas as we tell our stories, and we ought to train our students to look
for those big ideas as they listen to the story and interact with that story. I thought this is the anniversary edition,
the anniversary episode, of this podcast, and that might be a good time to go back over
the entire year and debrief and look for some of those big ideas, some of the things that
really popped out to us over the course of these many episodes over the last 12 months.>>Kevin Patton: The first one that comes to
my mind is actually a set of different stories that appeared in different episodes about
the question of whether adult brains can grow new neurons. There was evidence that said we thought that
that could happen after many decades of thinking it couldn’t happen, but no, after all, it
can’t happen. And then after that, I reported on even newer
research that said, “That’s not right either. We can grow new neurons in the adult brain.” So clearly, in neuroscience it’s not 100%
settled issue, but I think we’re getting closer to the point of accepting the idea that adult
brains can, at least sometimes, grow new neurons. So that’s something that we want to continue
to watch.>>Kevin Patton: Another headline was that
a new organ in the body was discovered, and that’s always exciting when you hear something
like that. The proposed new organ is the interstitium,
which I’m not so sure we should call it a new organ. What it is is a set of passageways in the
interstitial tissues associated with the skin that maybe are a little bit more organized
than previously thought and help us really balance the way water is moving back and forth
in tissues. So that’s an area also to keep an eye on and
look at.>>Kevin Patton: In the very first episode,
we talked about the fact that platelets have a role in immunity. I’d never thought of platelets as being much
more than instruments of hemostasis and very important instruments at that, but they’re
also involved in immunity, apparently. I also touched on the new blood pressure guidelines
that came out at the end of 2017 because I think we all discuss blood pressure and blood
pressure parameters, so we ought to at least be aware of these new guidelines even if we
have differing opinions on whether they ought to be followed, and there is some controversy
around those new guidelines.>>Kevin Patton: More recently, we talked about
the mechanism by which oxytocin is able to get smooth muscle in the uterine wall to contract. We talked about the function of ganglion cells
in the retina and what that has to do with our body clock and with our mood even. I also talked about how baby kicking in the
mother’s womb can actually help form the somatosensory map that forms in our brains. We talked about mitochondrial inheritance
and how, yes, it is possible to have paternal mitochondrial inheritance. We talked about the fact that cardiac stem
cells, which everybody was really excited about, probably really don’t exist, and a
lot of that data was forged or falsified or made up, and so that’s a shame, isn’t it? I mean, maybe they’ll end up being demonstrated
to be there, but it looks like right now we don’t really have any evidence that they exist,
and a big area of research has fallen apart.>>Kevin Patton: We talked about a new sensory
structure in the wall of the intestine. We talked about how myosin and actin, besides
their well-known role in muscle contraction, also interact in red blood cells, helping
to regulate the shape of red blood cells, which we know is very important. We talked about button junctions and zipper
junctions and lymphatic capillaries and what those are and why they’re important. We talked about how the Golgi apparatus gets
that unusual shape and, of course, it’s all based on the function of the Golgi apparatus.>>Kevin Patton: I don’t know if I’d call this
a content update but more maybe of a teaching application, Greg Crowther had called in,
and he also did a blog on the HAPS blog about singing in the classroom. I played his song, A Physiologist’s Blessing,
and I hope to play more of his songs in future episodes. So thanks, Greg, for that. Getting along on the teaching snippet realm,
I talked about some research having to do with the fact that giving copies of our lecture
slides to students may not really be very helpful and might in fact be harmful. I talked about why we should be using green
pens rather than red pens for grading and feedback for our students. I talked about the value of doing short video
walkthroughs, especially in courses that use computer-based platforms, whether it’s quizzing
engines or learning management systems or even ebooks, and so if we do a short video
walkthrough, that might help our students. Those are some of the highlights of the content
updates and teaching applications that we had this year.>>Kevin Patton: Well, continuing our debriefing
of the last 12 months of The A&P Professor podcast, TAPP Radio, I wanted to pause for
a moment and look at the podcast itself and different elements of the podcast and things
associated with the podcast. First of all, in each episode I will occasionally
mention that I have links and notes and diagrams and so on in the show notes and the episode
page. And so what exactly are those? Well, show notes is podcasting lingo that
refers to the notes that come along with the podcast feed in whatever platform you’re listening
to the podcast in. You might be listening on my A&P Professor
blog, and the show notes will be there, or you might be listening in a podcast app like
Apple podcast or Google podcast or Castro or Stitcher or something like that, and most
of those podcast apps and even the radio apps will have the notes there as well.>>Kevin Patton: But the show notes sometimes
are missing elements. I always put images in there, but some platforms
don’t read those images, so the images will be missing. So if you’re ever missing the images … Oh,
some of them don’t even put in live hyperlinks either. So if there’s something missing that you think
is supposed to be there, then you can always go to the episode page. What is that? Well, that’s another place where you can get
show notes. But if you go to theAPprofessor.org and click
on podcast, then that’ll take you to the main page, and then you click on any one episode
title, and that’ll take you to the episode page. The episode page can be gotten to from inside
the show notes, but if your hyperlinks aren’t live in the platform you’re using, that’s
not going to do you much good. So just go to theAPprofessor.org, click on
podcast, click on the episode you want, and then there will be the detailed show notes
and there definitely will be all the images, all the live hyperlinks that you need, plus
links to other kinds of things.>>Kevin Patton: Now, one of the things that
is linked to is the episode list. I have a sortable table, and you can go directly
do it by going to theAPprofessor.org/podlist. That’s P-O-D-L-I-S-T, and that is a listing
of all of the titles of the episode, a list of all the topics that were discussed in that
episode, and a link to some of the other resources associated with that episode.>>Kevin Patton: Now, speaking of different
platforms where you can listen, the one that I think is most convenient for most people
and especially if you’re recommending the podcast to a colleague or a friend, then tell
them about the TAPP app. That is the app that is dedicated to this
podcast. All they have to do is take their device where
they run their apps, their iPhone or Android or tablet or whatever it is, and go to their
app store, wherever that may be depending on their device, go to the app store and just
search for The A&P Professor. The app will come up, and all they have to
do is download it. Everybody’s downloaded an app before, and
there’s no cost associated with it. They’ll be able to listen right there in the
app to all the episodes. There’s also bonus material there. Sometimes I upload a PDF file or an image
file or a video or something like that, so that’s extra content beyond just those hyperlinks
that I give you, and it’s easy. It’s super easy.>>Kevin Patton: It automatically downloads
the new episode when it comes out, and so you’ll get a little notification on your device
if you’ve allowed for apps to give notifications on your device. That’s the easiest way, but there are multiple
channels and listening sources besides that where you can listen. Some of you go to the blog page and listen. Some of you have signed up for the blog newsletter
so that every time a new posting on the blog comes out, it gets emailed to you. Some people just listen to it right there
in the email. There are many podcast apps out there. Most of the radio apps out there also have
podcasts, so wherever you listen to music or other podcasts, just search for The A&P
Professor, and you should be able to find it. Now, a few of them have quirky search engines,
so if you can’t find it, then put the name of the podcast in quotes. If that doesn’t work, try searching for Kevin
Patton, because I’m listed as the author of the podcast, so that might work too.>>Kevin Patton: Now, one place that we’re
still waiting on to get it into is Pandora. They just released a beta version of having
podcasts on there, and they only have, I think, something like 400 of the really, really popular
podcasts on there. You know that The A&P Professor may be popular
among A&P teachers, but it’s not popular in the general population. There’s something like 900,000 podcasts out
there right now, and if only 400 of them are on Pandora already, you can bet mine’s not
on there yet. I’ve filled out all the paperwork and asked
everybody that needs to be asked to get it on there, so it’s in the queue, but it might
be a few months or maybe even a couple of years before you see it on Pandora, so don’t
hold your breath, please.>>Kevin Patton: Another big thing that happened
toward the end of the last 12 months that I want to call your attention to is the fact
that I got two sponsorships. There are some actually more significant costs
than I first planned associated with this podcast, but I’m not asking you folks for
money. I’m just pulling this out of my own teaching
and writing income, but I did get a little bit of help from some of my friends. One is AAA, the American Association of Anatomists. I applied to them for an educational outreach
grant, which I was able to get recently, that is going to pay for some of the transcripting
service that I have done.>>Kevin Patton: Every one of the podcasts,
including the preview podcast, have a transcript. The reason I do that is so that when you want
to go back and pull out the episodes that have to do with testing, you can just go to
the little search bar at the bottom of every page at theAPprofessor.org, go in there and
put test or testing, and it’ll pull up every page that has something about testing. That’ll include the episode pages but will
also include the transcripts because audio files cannot be searched in the major search
engines, at least not yet. They can search the transcript. They can search text, so it might not be a
keyword that I’ve tagged in the episode, but it’s something that you want out of that episode
and so you can search that.>>Kevin Patton: Then I also use those transcripts
that are funded by American Association of Anatomists, which, by the way, you can find
them at anatomy.org. I also use those transcripts for captioned
audiograms. Now, an audiogram is when you take an audio
file and then add those little waves that jump up and down as the person talks, so that’s
fun to watch. But more importantly, it’s a captioned video,
so you can read along with the audio as it’s happening.>>Kevin Patton: Even if you’re not hearing
impaired, a lot of people find that to be a very useful way. Sometimes the comprehension is a little bit
better when you do it that way, and that you would find links to from the show notes and
from the episode page and from the podlist, the episode list that I just mentioned a moment
ago, or if you just click on the YouTube icon at any of those places, it’ll take you to
my YouTube channel where I have those audiograms posted.>>Kevin Patton: Another sponsor is HAPS, and
that was actually an in-kind trade where they allowed me to put some ads for the podcast
in the HAPS Educator, which I hope you’re all reading anyway. Then I mention HAPS in every episode of my
podcast, which those of you that listened to my podcast before I got the HAPS sponsorship,
you know that I was mentioning HAPS all the time anyway. This formalizes it a little bit more, and
it really keeps me on the ball to make sure that I mention HAPS in every episode. And you can find them at theAPprofessor.org/haps.>>Kevin Patton: Then, of course, I most recently
started doing preview episodes. Right now, you’re listening to a full episode,
but before every full episode comes out, a few days ahead of time, I release a preview
episode where I preview the topics that are going to be discussed so you know what’s coming
and can get all excited about it and tell your friends and neighbors. But also, I do go through some word dissections
and sometimes I put some of the feedback I get in there and address that feedback, and
I usually have a recommendation or two from The A&P Professor book club if you’re interested
in reading books of interest to anatomy and physiology teachers.>>Kevin Patton: Regular listeners to this
podcast know that in each full episode, most of my time is spent on some big idea of teaching
anatomy and physiology. Sometimes it has something to do with content,
and sometimes it has more to do with the practice of teaching, teaching strategies, practical
advice in teaching and so on. So what were some of the big areas that we
covered this year?>>Kevin Patton: I think one of the big ideas
I’ve already alluded to in this episode already is the idea of storytelling, that really the
essence of good teaching is storytelling. I don’t necessarily mean storytelling in the
lecture, although that’s certainly part of it, but storytelling in how the course is
put together. If we think of it as a story to be told and
a story to be learned and passed on to the next generation, like oral history in a way,
then I think that informs our teaching in a way differently than if we don’t do that,
and I think it’s a very useful way.>>Kevin Patton: I’ve also brought up the idea
that the storytelling can be, and probably ought to be, both playful and serious, that
the playfulness gives us a good rapport with students. It establishes a positive culture in the course. It really makes learning fun, but, of course,
the serious part is that it’s not all jokes and playing around. There’s a serious story to be told here, and
we’re doing serious learning here. So that combination of being playful and serious
at the same time I think works very well, and in doing that, I mentioned this idea of
developing a teaching persona. There’s a character that we play when we enter
the classroom, whether it’s a digital online classroom or it’s a face-to-face classroom
or it’s a lab situation or whatever. We’re playing a part. We’re playing a role, and we want to develop
that.>>Kevin Patton: My suggestion all through
has been that we want it to be an empathetic and compassionate character, a supportive
character, an advisor, a facilitator. Look back and see what some of the advice
and some of the feedback on that has been. One of the things in terms of playfulness
and telling a story was an episode I did on using the analogy of a love story for explaining
how actin and myosin interact in terms of producing a muscle contraction. That’s been one of the most downloaded episodes
of the whole year, so if you haven’t listened to that one yet, go back and do that.>>Kevin Patton: Talking about the big ideas
of this whole year, I talked about big ideas. I mean, that was the whole topic of the last
episode, that is, core concepts. Linked to that, I brought up, once again,
as I have before, this idea of running concept lists. That’s where students look for the big ideas,
they look for the core concepts, and then they keep a running list of that throughout
the semester so they can start to see big ideas recurring again and again, and that
helps them form connections in their mind and build a good interlinked conceptual framework
as they learn A&P.>>Kevin Patton: We talked a lot about testing
as a form of teaching, really emphasizing the formative aspect of testing. The very first episode talked about retrieval
practice, specifically spaced retrieval practice, and that came up again and again. We added layers to that and talked about the
value of cumulative testing and the value of pre-testing, and we put that in the context
of a whole set of strategies for long-term learning. We talked about the frequency of testing and
what’s ideal for that. We talked about how students debriefing after
a test and analyzing their performance test by test by test helps them not only with their
test-taking skills but is a learning process in and of itself.>>Kevin Patton: There were some A&P topics
that came up in terms of how to teach specific topics within our A&P courses. For example, I gave nine strategies. Actually, I called them nine super strategies
for teaching the skeleton, and then there was that infamous elephant episode where I
talked about how using the extreme nature of elephant skin can help us better understand
the more moderate nature of the structure and function of human skin and particularly
the keratinization part of it but also the homeostasis of temperature. We talked a lot about learning science and
learning strategies. We had some specific applications, like strategies
we can use in making dissection activities more beneficial for students.>>Kevin Patton: We discussed the question
of whether learning styles, which is a very popular topic in education, has been for a
long time … Are learning styles real or not real? We talked about application of concept maps
and using them in not only the usual ways but some unusual ways. We talked about how pronouncing terms correctly
or addressing the correct pronunciation of terms is an important element in teaching
human anatomy and physiology or any science for that matter and even how saying terms
out loud can really help students with their reading comprehension.>>Kevin Patton: We had a few bonus episodes. Of course, a bonus episode is just a really
long episode. I might have to call this a bonus episode
because it’s getting really, really long here. One of them was test anxiety. That’s a very important topic that all of
our students deal with and even we, as test givers, sometimes have a form of test anxiety,
don’t we? Then there was the syllabus episode where
I went through some principles of tweaking or even building a syllabus for the first
time. Then I had Kevin’s Unofficial Guide to the
HAPS Annual Conference, and I plan on doing an updated version of that as we get a little
bit closer to the annual conference again. So if you have any advice on things you’d
like to see in that HAPS Annual Conference Guide, questions you have about the HAPS Annual
Conference that I can address in that guide, please get those to me sooner rather than
later.>>Kevin Patton: We had a few guests. It’s mostly a solo podcast, but I do have
the occasional guest. If you know of any guests that you would like
me to interview, or if you would like to be a guest on the podcast, please let me know
that and let me know something about the kinds of things you want to talk about. But looking back, we had The Learning Scientists. I mean, that’s the name they go by, Yana Weinstein
and Megan Sumeracki, who had just come out with a book on how we learn. My first guest of the year was Paul Krieger,
my friend from up at Grand Rapids Community College, and he explained to us how he uses
contour drawing to help his students learn anatomy. Then another good friend of mine, Barbara
Waxer, who is an author of books on media, and she’s a media consultant. She answered some questions having to do with
how we find media and what the proper use of media in our teaching is.>>Kevin Patton: Another friend, Aaron Fried,
came and did a couple of different episodes with us. The first one was a discussion of the silent
teacher, that is human body donation in anatomy teaching. Then the second interview had to do with his
study of Nazi anatomists and why that’s important for us A&P teachers today to know about those
Nazi anatomists and the material that they produced. We had a bunch of lucky numbers throughout
the year. There were a few episodes where I actually
started out with saying, “Your lucky number today is 42,” and then went on to explain
what that is. Those numbers had to do with the ever-changing
number of genes estimated to be in the human genome, so we’re going to stay up to date
on that. There was a study that came out proposing
what the temperature difference is between the mitochondria and the rest of the cell,
because we know that they run hotter than the rest of the cell, but how much hotter? Well, maybe we’re getting close to an answer
on that. How many proteins are there in a cell? We had a proposed number for that as well.>>Kevin Patton: We did some reflecting, just
like we’re doing right now. I’m really big into reflecting. I didn’t used to be. I always thought that was a waste of time,
but man, once I started doing it, I realized that debriefing after anything really makes
that learning experience that much more effective. I talked about how our students can debrief
after every test and how that can be helpful in learning. I talked about how we as instructors would
benefit from debriefing at the end of every semester or at the end of every academic year. Look back and see what happened and what went
well and what didn’t go so well and maybe use that to inform what our goals for the
next year are. That’s what I’m doing in this episode right
now is podcast debriefing.>>Kevin Patton: Probably the biggest of the
big ideas that was a thread throughout most of the episodes is the idea that we work better,
we work at our best as teachers if we’re expressing empathy to our students, not just being empathetic
people, but expressing the empathy and learning ways that we can express the empathy in ways
that are helpful to students. And not just the empathy, which is understanding
the emotional context of students and so on, but compassion, which is taking a step further
than understanding to actually be helpful to students when we’re being compassionate. That came up in a variety of different discussions.>>Kevin Patton: For example, when I was talking
about improving retention and student success in online courses, it came up, just the whole
idea of caring and when students feel like someone cares for them that that in itself
increases student success and the quality of learning in a course. It also extended into several discussions
we had on promoting academic integrity and promoting a culture of academic integrity
in our class. So empathy and compassion, that was probably
our theme for the first year, and I have a feeling it’s going to be a continuing theme
throughout the remaining years of this podcast.>>Kevin Patton: Well, that wraps up the last
episode of our first year of The A&P Professor podcast, otherwise known as TAPP Radio, T-A-P-P,
for The A&P Professor. So what’s the plan for next year? Well, I’m thinking I might paint the place. You won’t see that, but I’m sure it’ll come
through as being more peaceful or more productive or more energized, depending on which color
paint I choose. But as far as topics and format and features,
you tell me what you want. I mean, I have some ideas, but I want your
help too. So pick up the phone and call 1-833-546-6336. That’s 1-833-LION-DEN, or email me at [email protected]>>Kevin Patton: Oh, and this would be really
helpful to spread the news, and that is leave a rating and a review wherever you listen. Most places where you listen have the option
to leave a rating and a review, and the more you do that, the higher it gets in search
engines and the more people will be able to find it. And, of course, I always appreciate when you
individually tell your colleagues about the podcast. You can always reach out to me and to other
listeners on Twitter, Facebook, Instagram, Pinterest. Just go to @theAPprofessor in each of those
social platforms, Twitter, Facebook, Instagram, Pinterest, @theAPprofessor. I’ll see you down the road.>>Aileen: The A&P Professor is hosted by Kevin
Patton, professor, blogger, and textbook author in human anatomy and physiology.>>Kevin Patton: Please test this podcast in
an inconspicuous area before applying it everywhere.

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