http://www.a3bs.com/HeadModels,pg_1207_65_32.html
Audrey Hafner

Nursing
› Associate & Bachelor

Physical Therapy
› PTs & assistants

Dental Students
› Dental & Dental Hygiene
Physician Assistants
 Occupational Therapy
 Other Allied Health

http://www.kappamedical.
com/images/P50L.jpg
Some colleges require only a high school
level biology if it’s been over 6 years
since high school
 Some colleges require students to take a
pre-level biology regardless of previous
biology.


Technically only high school biology is required,
however there is a lot of chemistry too
 In a survey
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1 did not take the pre-required biology or chemistry classes
1 did not taken the pre-required biology classes
1 did not take the pre-required chemistry classes
1 had taken all pre-required classes
1 had taken the pre-required chemistry but had not taken
biology in several years
All student found the material to be extremely
difficult
Only 1 student know that they were required to
take the pre-required classes in biology classes
Is the study of the body structures and
functions
 Classes consist of

› Lecture with exams
› Lab with ID exams
Chemical, Cellular & Tissue Level of
Organization
 Skeleton Structures

 Axial- bones of the cranium, face and thoracic
 Specifically the nose, orbital, vertebrea
 Appendicular – bones of the lower & upper limbs
 Specifically the arms & legs

Tissues & Systems
 Muscle
 Skeletal Smooth- ex. cardiac
 Neural
http://www.kappamedical
.com/anatomy.htm

Reflexes
 Spinal cord
 Spinal Nerves
 Brain

Major Organ Systems
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
This is a model of a
kidney part of the
urinary and renial
systems
Endocrine
Heart
Respiratory
Digestive
Urinary
http://www.kappamedic
al.com/anatomy.htm
Reproduction & Development

Lab requirements
› Students must be able to ID gross anatomy
on lab models
› Students must be able to ID cells and
structures that are associated with any
particular cell
http://www.kappamedical
.com/anatomy.htm

Students are given a case or real-life
problems that they may encounter
› Students analyze the problem
› Develop reasonable hypothesis to solve the
problem

What students learn
› Critical thinking
› Self- directed learning
› Decision-making skills

Students are taught on a human
patient simulator
› Patient response can be controlled to
how different patients response to
different treatments

This model is used to
simulate injuries
What students learn
› Provides safe environment for
students & patients
› Eliminates risk of student error
› Gives students are better sense of the
human body and how it works
› Hands on experience
http://www.kappamedical.
com/anatomy.htm

Creative way for students to learn A&P
› Projects are design for students to come up with
creative ways of learning the material
› Material can include making

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A new cell
New system of measurement
New elements
New organs
Many more
What students learn
› Makes the material interesting
› Gives students hands on experience
› The students can learn in a way they are more
comfortable
Bearnson, Carolyn and Kathleen M. Wilker. “Human Patient
Simulators: A New Face in Baccalaureate Nursing Education at
Brignam Young University”. Research Brief 44.9 (2005): pages 421425.Web
 Martini, Frederic H. and Judi L. Nath. Fundamentals of Anatomy and
Physiology. San Francisco: Pearson Benjamin Cummings, 2009. Print
 Polizzotto, Kristin and Mary T. Ortiz. “Design Projects in Human
Anatomy & Physiology”. The American Biology Teacher 70.4 (2008):
pages 230-234. Web.
 Woody, Marianne, Susan Albrecht, Tina Hines and Tracy Hodgson.
“Directed Case Studies in Baccalaureate Nursing Anatomy and
Physiology”. Journal of Nursing Education 38.8 (1999): pages 383-386.
Web.
