The A&P Professor

Latest Episodes:

Storytelling is the Heart of Teaching A&P | TAPP Radio 12 Apr 09, 2018

Show notes

Microglia in the brain nibble on synapse to induce remodeling of neural circuits. Kevin mentions his new online seminar on five ways to enhance long-term learning. A&P is the story of the human body, so A&P professors act as storytellers. Kevin gives some practical tips on how to do that effectively.

Microglia prune synapses to remodel brain circuits. (6 min) Kevin's new online seminar on Long-Term Learning. (1 min) Teaching A&P tells the story of the human body. (15 min)

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Multiple synapse heads send out filopodia (green) converging on one microglial cell (red), as seen by focused ion beam scanning electron microscopy (FIBSEM). IMAGE: L. Weinhard, EMBL Rome

(0:47) New information shows that microglia nibble on presynaptic neurons using trogocytosis, rather than phagocytosis, to prune synapses during memory formation to help remodel brain networks. Microglia also induce postsynaptic spines to "reach out" to form new synapses with presynaptic neurons.

Microglia remodel synapses by presynaptic trogocytosis and spine head filopodia induction (original research report)
Captured: microglia nibbling on brain synapses (article about the original report)
Neurophobia: The Fear of Neurology Among Medical Students (the title says it all)

(6:50) Kevin has a new online seminar on five strategies to enhance long-term learning in A&P courses.

Long Term Learning (the new seminar)
HAPS Conferences (see you there?)

Storytellers dramatize their stories. (my-ap.us/2uvWkPe)

(8:05) Kevin explains why he thinks storytelling is the heart of effective teaching, especially in the A&P course. He outlines the "storytelling persona"; making sure there is a beginning, middle, and end to our stories, applying storytelling to both lectures and the entire course, using drama, conflict and resolution, and other techniques.

Educational Uses of Digital Storytelling (website with many resources)
Crash Course in Storytelling (book on the basics of storytelling)
Long Story Short: The Only Storytelling Guide You'll Ever Need (book; the title says it all)

If the hyperlinks here are not active, go to TAPPradio.org to find the episode page.

More details at the episode page.
Transcript available at the script page.
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Test Debriefing Boosts Student Learning | TAPP Radio 11 Apr 02, 2018

Show notes

Kevin discusses recent news that a new human organ has been discovered. Systematic debriefing by students after each test can boost their learning. Kevin explains a tool he uses to help students learn how to analyze their tests effectively.

Has a new organ been discovered? (4 min) Students benefit from debriefing after each test. (18.5 min)

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Interstitium. Illustration by Jill Gregory. Printed with permission from Mount Sinai Health System, licensed under CC-BY-ND.

(0:46) Has a new human organ discovered? Or is this news mostly hype? Or is the answer somewhere in the middle?

Structure and Distribution of an Unrecognized Interstitium in Human Tissues (original research report)
Newly-discovered human organ may help explain how cancer spreads (article about the original report)
That "New Organ" Everyone Is Freaking Out About Is Probably Not New (article outlining criticism of the original report)
Is the Interstitium Really a New Organ? (another article interprets the original report)
Is This Tissue a New Organ? Maybe. A Conduit for Cancer? It Seems Likely. (yet another opinioon)
The Human Organ Discovered in 2018 (and we have another opinion)

(4:56) Testing can be a powerful learning strategy. Debriefing in a systematic way after each test can leverage the learning value of tests and boost learning even more.

Test Analysis (Lion Den web page for students)
Student Success Increases When They Debrief After Tests (blog post for professors)
Test Analysis Form (worksheet download; Lion Den downloads page; or use short URL: lionden.com/downloads.htm)
Learn From Your Mistakes! (blog post for students; includes video showing how to use form)

If the hyperlinks here are not active, go to TAPPradio.org to find the episode page.

More details at the episode page.
Transcript available at the script page.
Listen to any episode on your Alexa device.
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Nine Super Strategies for Teaching the Skeleton | TAPP Radio 10 Mar 26, 2018

Show notes

Learning the bones and markings of the skeleton is hard—and so is teaching it. Learn some strategies that work! What are peripersonal neurons and what is their function? Try out the new Alexa skill for this podcast.

New Alexa skill for this podcast! (3.5 min) Free media from the National Science Foundation. (1.5 min) Tips for teaching the skeleton. (15.5 min)

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(1:25) If you use an Alexa-enabled device, you can now enable "the a. p. professor podcast" Alexa skill to listen to any episode, navigate within episodes, and save your place for your next listening session. Just keep this in mind when you do eventually join this growing trend!

Enable the Alexa skill (Kevin's instructions on how to enable and use the new skill for this podcast; include a video)
Alexa skill (Amazon's page for this Alexa skill)
Alexa-enabled devices (Amazon's devices that use Alexa skills; purchases made through this link help fund this podcast)

(4:41) A huge library of science photos, videos, audio, and other objects you can use in your course—from the National Science Foundation (NSF).

NSF Multimedia Gallery
Neuroplasticity (example of a video from the gallery)

(6:56) Learning the bones and bone markings of the skeleton can be an early, scary experience for A&P students. How can we prepare and support them to learn the skeleton effectively—and learn skills to help them in their continuing studies of human anatomy?

Bone Names (Kevin's tip page for A&P students; located in the Lion Den website)
- Short URL (to provide to students) is my-ap.us/bones
- Provides a brief intro to bone naming and how that helps a student learn bones and markings
- Provides 2 videos that walk students through the process of understanding bone names as a method of learning
- Contains highlighted links to helpful lists
  - Lists are available as a docx or PDF "handouts" to use for study
  - Lists are also available as an interactive table on the web (can be sorted)
  - Access to lists requires a free registration in the Lion Den website
Skeletal Posts (from Kevin's blog The A&P Student, includes all advice for students on studying the skeleton)

If the hyperlinks here are not active, go to TAPPradio.org to find the episode page.

More details at the episode page.
Transcript available at the script page.
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Supporting Returning Learners | TAPP Radio 9 Mar 19, 2018

Show notes

Issues of returning learners and how to support them. Get daily, curated headlines of interest to A&P teachers. What are peripersonal neurons, and why should we care?

Peripersonal neurons monitor our environment. Daily headlines for A&P teachers. Supporting learners coming back to school.

If you cannot see or activate the audio player click here.

Life loves the liver of it (Maya Angelou)

(0:49) Several areas of the brain monitor your personal space—also called the peripersonal space (PPS). The peripersonal neurons each monitor one small "bubble" of our PPS.

Michael Graziano explains Peripersonal Neurons (episode 142 from the Brain Science podcast)
The Spaces Between Us: A Story of Neuroscience, Evolution, and Human Nature (Graziano's book)
Peripersonal space in the brain (nice review article from the journal Neuropsychologia)
Illusion makes people 'feel' force field around their body (article from New Scientist)

(11:57) A simple analogy can help students remember a recurring principle about cell behavior involving important ions.

nuzzel.com/theAPprofessor (direct link)

(13:07) Returning learners in anatomy and physiology courses often come to use with some anxiety. How can we support them?

Help significant others help YOU (a brief blog post for students; link to this from your course webpage, learning management system, and/or syllabus)
- Use shortened link: my-ap.us/rgNZ27

If the hyperlinks above are not active, go to TAPPradio.org to find the episode page.

More details at the episode page.
Transcript available at the script page.
Listen to any episode on your Alexa device.
Join The A&P Professor social network:
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Running Concept Lists Help Students Make Connections | TAPP Radio 8 Mar 12, 2018

Show notes

Neurogenesis in the adult brain is challenged by a recent study. The analogy that cells hate calcium and sodium ions, but love potassium, helps students learn cell behavior. Your take on teaching A&P is welcome! Running concept lists to enhance deep learning by helps students make connections among ideas and promote development of insights.

Neurogenesis in the adult brain. Cells hate calcium (an analogy) Your take on teaching A&P Running concept lists to enhance deep learning.

If you cannot see or activate the audio player click here.

(1:00) A new paper revives the old dogma that adult brains cannot produce new neurons—but it's not without controversy. What should we tell our students?

(5:52) A simple analogy can help students remember a recurring principle about cell behavior involving important ions.

Cells hate calcium! (article)

(12:52) You've got some insights sparked by topics in this podcast series? Let's hear them, so we can get some power-brainstorming going!

Toll-free: 1·833·LION·DEN (1·833·546·6336) Local: 1·636·486·4185 Email: podcast@theAPprofessor.org

(14:24) We all find it difficult to put all the facts and details together in our heads in a way that makes sense—that helps us connect ideas and gain insights. A simple technique of running concepts lists can provide a concrete template for this process. Used over time, running concept lists and also train the brain to make such connections easily.

Concept Lists | An Easy Method to Enhance Deep Learning (resource page)

If the hyperlinks above are not active, go to TAPPradio.org to find the episode page.

More details at the episode page.
Transcript available at the script page.
Listen to any episode on your Alexa device.
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Teaching for Long Term Learning | TAPP Radio 7 Mar 05, 2018

Show notes

Mitochondria run hotter than the rest of the cell—by how much? A new podcast tells the story of medical education cadavers unearthed after a century. Revisiting cumulative testing, we find things to promote long-term learning in our courses and beyond.

The temperature of mitochondria. A podcast recommendation. Revisiting the cumulative approach.

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(0:50) Mitochondria run about 10 °C hotter than the other components of the cell.

Hot mitochondria? (an article in PLOS Biology)

(2:20) Paul Gabrielsen of the University of Utah introduces his new serial podcast that tells the story of the discovery of remains of medical education cadavers buried on campus about a hundred years ago.

Secrets of the Campus Cadavers (web page for the podcast)
- iTunes listing
- Stitcher listing

(6:26) A comment on Episode 4 by Margaret Thompson Reece sparks continued discussion of the value of (and practical suggestions for) a cumulative approach to teaching and learning.

Medical Science Navigator (Margaret Thompson Reece's website; share this link with your students!)
Episode 4 | Cumulative Testing Makes Learning Last (where we first encounter the cumulative approach)
Cumulative Testing Enhances Learning (Kevin's blog post summarizing cumulative testing, including links to other resources).
Episode 3 | Testing as Teaching (emphasizes the role of tests as retrieval practice rather than summative assessment)
HAPS Comprehensive Exam (find out more about this cumulative test from the Human Anatomy & Physiology Society)
Make It Stick: The Science of Successful Learning (one of Kevin's favorite books on teaching, it further explains the value of cumulative testing)
Episode 1 | Why Spaced Retrieval Practice is Your Most Powerful Teaching and Learning Tool (a prior episode covering a related topic)
Start A&P 2 with a Final Exam (a blog post about Kevin's Test Zero mentioned in this episode)
Memorizing vs. Understanding (brief discussion about how to teach facts and how to teach understanding)

If the hyperlinks above are not active, go to TAPPradio.org to find the episode page.

More details at the episode page.
Transcript available at the script page.
Listen to any episode on your Alexa device.
Join The A&P Professor social network:
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Amazon referrals help defray podcasting expenses.

Give Your Course a Half Flip With a Full Twist | TAPP Radio 6 Feb 26, 2018

Show notes

What does the new blood test for concussion measure? Why red pens are not ideal for grading and feedback. Flipped learning isn't as hard as it sounds if you use short video presentations.

New blood test for concussion. Why red pens are not ideal for grading and feedback. Flipped learning isn't as hard as it sounds.

If you cannot see or activate the audio player click here.

(1:04) The FDA recently approved a new blood test for concussions. How is the test used and what does it tell us?

(11:10) It's a small thing, for sure, but the color pen we use for grading student work can have an impact on the tone of communication in a class.

No Red Pens! (Kevin's blog post on this topic; with links to additional information)
Green Felt Tip Pens
Green Gel Pens

(13:50) Subscribing helps you and others stay up to date with the world of A&P teaching! And it helps other teachers find this podcast when they search for it.

How to subscribe to this podcast.

(14:35) Kevin flipped his first A&P course in 2006, a year before the term flipped learning was first coined by Bergmann and Sams. In this segment, he discusses how his case study may help you decide how to flip (or half flip) your own A&P course.

Sextuple Backflip !!! (a video showing a REAL circus flip)
Online Lectures and Previews (brief blog post on this case study)
Online Lecture Previews (Kevin's online seminar on how he flipped his course, including a brief walk-through of the mechanics of producing an online lecture )
Flipped Learning: Gateway to Student Engagement

If the hyperlinks above are not active, go to TAPPradio.org to find the episode page.

More details at the episode page.
Transcript available at the script page.
Listen to any episode on your Alexa device.
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Concept Maps Help Students Find Their Way | TAPP Radio 5 Feb 19, 2018

Show notes

Blood doping stories are effective in helping student students apply and integrate diverse concepts in anatomy and physiology. Concept mapping helps students learn and helps teachers assess learning, plus diagnose misconceptions and other concerns.

Use concept mapping for student learning and assessment. Blood doping is a perennial news topic that helps apply central concepts of A&P.

If you cannot see the audio player click here.

(0:48) Blood doping stories related to the 2018 Winter Olympics (or in any context) are effective in helping student students apply and integrate diverse concepts in anatomy and physiology

Olympic athletes are cheating more often than you think (article concerning current issues in doping)
Doping topics from The A&P Professor blog (various concepts that apply doping in A&P courses)
World Doping Agency | WADA (website with various resources, including their official prohibited list)
Blood Sport: Alex Rodriguez, Biogenesis, and the Quest to End Baseball's Steroid Era (book)
Tainted Blood: The Untold Story of the 1984 Olympic Blood Doping Scandal (book)
Doping, Performance-Enhancing Drugs, and Hormones in Sport: Mechanisms of Action and Methods of Detection | Emerging Issues in Analytical Chemistry (A great acquisition suggestion for your institution's library)

(6:32) The featured topic is concept mapping and its uses in helps students learn and helping instructors assess learning and diagnose misconceptions and other learning concerns.

Small Teaching: Everyday Lessons from the Science of Learning
Teaching Nursing Using Concept Maps
Deep Active Learning: Toward Greater Depth in University Education
Topics in concept mapping for students from The A&P Student blog
Concept Maps | A How-To for A&P Students (link from your course website or syllabus)

If the hyperlinks above are not active, go to TAPPradio.org

More details at the episode page.
Transcript available at the script page.
Listen to any episode on your Alexa device.
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Cumulative Testing Makes Learning Last | TAPP Radio 4 Feb 12, 2018

Show notes

Cumulative testing enhances long-term learning, preparing students for final exams, later courses, and professional careers. The genetic code of others also influences our biological traits. Screencasts help students with course tools in this digital age.

Kevin shares his experience of using cumulative testing to strengthen long-term learning. Use video walk-throughs to help students navigate your digital course platforms. Sometimes other people's genes influence an individual's biological traits.

If you can't see the audio player, click here.

(0:50) Things will get a lot more interesting if listeners start calling in with questions, comments, teaching tips, programming suggestions, updates, ...or anything else on your mind!

Call 1-833-LION-DEN (1-833-564-6336)
podcast@theAPprofessor.org

(2:20) A recent article in Science explores the idea the genomes of parents and others can affect traits—not just the genes within the individual's genome. This concept of "genetic nurture" expands the notion of the measurable biological influences of genes.

You Are Shaped by the Genes You Inherit. And Maybe by Those You Don't. (Carl Zimmer's article summarizing recent research.)
The nature of nurture: Effects of parental genotypes (Research article from Science)

(7:34) You can help your colleagues and others find episodes of this podcast by influencing the search algorithms that guide the process. How? By subscribing to The A&P Professor podcast in iTunes or your favorite podcast app. Even better, consider giving a rating and leaving a brief review. Unless you really hate my podcast, in which case, please click here. Fans, please click on one (or all of these):

(8:14) In this age of digital teaching and learning, we must be able to help our students navigate their digital platforms: learning management systems, adaptive learning platforms, college/department/course websites, and more. Brief narrated video walkthroughs (screencasts) are simple and quick ways to provide clear guidance to individuals and whole classes.

Short Video Walk-Throughs Help Your Students (brief blog post clarifies the point of this segment, providing links to tools you can use and an example of how Kevin uses it in his courses).
Snagit screen capture software

(13:13) In the featured segment, Kevin shares his case story of using cumulative testing to strengthen long-term learning in his course. Using an easy method of adding a few questions from prior tests to each test and exam, Kevin was able to better prepare his students for the comprehensive final exam. And hopefully carry the essential concepts of A&P forward into future courses and careers.

Cumulative Testing Enhances Learning (Kevin's blog post summarizing cumulative testing, including links to other resources).
Make It Stick: The Science of Successful Learning (one of Kevin's favorite books on teaching, it further explains the value of cumulative testing)
Why Spaced Retrieval Practice is Your Most Powerful Teaching and Learning Tool (a prior episode covering a related topic)
Testing as a Teaching Strategy: Students Learn From Tests (a prior episode covering a related topic)

More details at the episode page.

Transcript available at the script page.

If the hyperlinks here are not active, go to TAPPradio.org to find the episode page.

Listen to any episode on your Alexa device.
Join The A&P Professor social network:
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Amazon referrals help defray podcasting expenses.

Pre-Testing for a Powerful Learning Boost | TAPP Radio 3 Feb 06, 2018

Show notes

How many proteins are there in a cell? Can a sneeze rupture the throat? The Anatomical Society publishes a curated list of online resources. The featured topic is how pre-tests can boost learning by students.

Pre-testing is not just for assessment—it helps learning, too. A weird sneeze injury. The Anatomical Society's list of online resources. How many proteins are there in a cell?

A recent analysis suggests that a reasonable average number of proteins in a cell is 42 million. How might we incorporate that bit of trivia in our A&P courses? (0:41)

The UK's Anatomical Society has put together a list of online resources under the auspices of their Education Committee (4:40)

Online Resources recommended by the Anatomical Society

Can the explosive power of a sneeze cause injury? You bet. Here's a recently reported case of a rupture of the pharynx. Yikes. (6:11)

Holding a sneeze can be a literal pain in the neck (includes a video)
Snap, crackle, and pop: when sneezing leads to crackling in the neck

Pre-Testing isn't just for measuring prior competence before new learning starts. By itself, regardless of its use in course assessment, it's a powerful learning tool. Listen to Kevin's experience with pre-testing in his A&P courses. (10:28)

Pre-Tests as Student Success Tools (more on Kevin's case study; has links to other resources)
Small Teaching: Everyday Lessons from the Science of Learning (a great book that includes some info on using pre-tests as a learning strategy)

More details at the episode page.

Transcript available at the script page.

If the hyperlinks above are not active, go to TAPPradio.org to find the episode page.

Listen to any episode on your Alexa device.
Join The A&P Professor social network:
- Blog
- Twitter @theAPprofessor
- Facebook theAPprofessor
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Amazon referrals help defray podcasting expenses.

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