“Anatomy-Division B”
How to Coach the Event
Chris Pohlod DO
Asst Professor.
Michigan State University College of Osteopathic Medicine.
Introduction
• Pediatrician
– Scope of knowledge: medical school.
• I’m a clinical thinker not just an anatomist
• Science Olympiad
– Involvement 7 years
– Event Supervision 4th year
• Bridge/Tower (Invitational level) two years
• Anatomy (State Level) 2007-Present (Div B)
• National Event Supervisor 2008-Present
– Rules Committee: 2008-Present (Anatomy and
Health Science)
What I hope to accomplish:
• Give pointers on how to coach, not take
the test!
– SO perspective
– Review the rules (what is new this year).
– Where to get information
– Study tips
– Q & A (If needed)
SO mission:
• For new coaches:
– Thoughts from nationals last year:
• Scientific future of the country
– Caliber of competition
• “Thank you sir may I have another!”
– College Prep:
• MIT PhD student comments.
Big picture thoughts
Importance of the rules: (Emotional subject)
– The Devil is in the Details
– Examples of rules being your worst enemy!
• Bridge (The infamous paper incident)
• Car (missed at invitational level)
• Anatomy etc…..(notebooks being excluded)
– I have seen event supervisors not set things
up properly (Tower)
• Optional impound (Be careful!)
FYI: Making the anatomy rules:
• Need to be used at basic level (i.e. first time
competitors) and also national competition.
• State vs. National:
– These are national rules.
– In actuality the state and regions can change the
rules. But the directors of the competition must notify
you 4 weeks in advance.
• Each subject area has 2 years. There is a
rotation.
Making the Rules:
• Input sought from state directors, event
supervisors and committee chair.
– Your suggestions should go to the state
director’s office.
– Or submit clarifications to the national
website.
Anatomy:
• Goals
– Build on the circulatory system from last year.
– Intro material in skeletal system.
– Practical knowledge (so kids can internalize
the information—grandparent may have
illness).
– Help out event supervisors with more specific
suggestions.
– Fit science curriculums.
DISCLAIMER!
I cannot guarantee how individual event
supervisors are going to run their events. The
rules give suggestions and guidelines.
RULES:
Previously binders were allowed but kids
were not learning and the committee felt
there were things that should be internalized.
It worked out well.
STILL MAKE A
BINDER!!!!!!!!!!
RULES:
Structure and Function
NOTE: Event supervisors determine the
Format: Written/Station/ timed etc. Questions
on the format can be directed to your
competition organizer:
(Invitational/Regional/State/National)
We intentionally left out
anatomical specimens at this
level.
What’s new?
• Skeletal system:
– I want them to begin to see these anatomical
structures in living color and function.
– We started with basics.
Rules:
What’s new?
• We tried to make the repeated system
more complex and complete, so the kids
can build on previous knowledge.
Rules:
They may be asked to
demonstrate this!!
Are trying to encourage kids
with practical applications.
Rules:
The major task after the kids
are done with the test is
breaking ties
NOTE: Have the kids prepare for and
practice free response answers. The
quality is a judgment made by the ES. I
work around legibility issues but the
bottom line is if I cannot read it, it is poor
quality and the ES may mark it wrong.
Resources?:
NOTE CHANGE: Resources will
be listed on the web this year not
the rule books.
Resources:
Jump to internet
www.soinc.org
How to study:
• Event supervisor: (myself as example)
– I start with the resources offered by SO
• National website.
• Any link stemming from these are fair game!
– Find a basic anatomy text (and see how the
material is organized). Then prioritize the
concepts always consulting the rules to guide
the priorities.
How to Study:
• Event Supervisor:
– I take each bulleted point and then see what
are easily testable concepts. (First consulting
the online resources and occasionally text
books)
– I will ask multiple depths of knowledge (What I
would expect from a middle school/ high
school / college level student.
– I want someone to see anatomy/physiology
and disease in their minds eye!
How to study:
• From a director that has taken kids to
nationals– get the kids studying the
national concepts as early as possible.
How to Study: Make a table
Cell/molec
Tissue Organ
system
Atherosclerosis
Kawasaki’s
Disease
** National Competition Only!!
Symptoms Social Treatme
impact nt/preve
ntion**
Levels of Question
• Basic (Invitational/Regional level):
– 1. Label the structure/ rote memorization. A few
thinking questions.
• Harder (State) : (Add some knowledge of
function)
– 2. What type of blood flows through this structure.
• Highest (National): (High process skillintegrating knowledge)
– Label the specific structure that is at risk in
Kawasaki’s disease.
– Describe what this tissue would look like under the
microscope.
Station 5
Choose the letter from the diagram above
that best represents the item listed below:
• 5-1. Capillary
• 5-2. Vein
• 5-3. Arteriole
• 5-4. Venule
• 5-5. Artery
• 5-6. Where most diffusion occurs.
State level
Station 11
Berman, I Color Atlas of Basic Histology 2nd ED.Appleton and Lange, Stamford CT
1998, pp 141.
Station 11
(Answer A or B for the questions below)
• 11-1. Pick the letter of the artery
• 11-2. Pick the letter of the vein
• 11-3. Which can expand more and hold
more blood?
• 11-4 Which maintains a higher pressure?
• 11-5 Blood with the most oxygen per
milliliter is carried in which vessel?
National Competition
Station 6.
Station 6
• 6-1. In the photo above which letter indicates
the cell most affected by Erythroblastosis Fetalis
(EF)?
• 6-2. This photo represents Erythroblastosis
Fetalis, what Rh bloodtype does a child with this
blood have?
• 6-3. What Rh bloodtype does it’s mom have?
• 6-4. What substance causes Erythroblastosis
Fetalis?
• 6-5. Name the medicine that is used to prevent
EF?
Additional suggestions:
• Study Tips:
– Use a Dry-erase board to draw and redraw
images and label structures.
• Additional Websites:
– www.medlineplus.gov (Good for disease
information)
– www.anatomyatlases.org (Link from SO
website) –Good for basic anatomy slides.
Additional suggestions: (from
previous coaches’ clinic):
• References:
– If your area has a medical school see if
professors have old books
– “Board Review” medical books make good
concise guides.
– Make a binder even if you cannot take it in.
– Nursing Texts (for anatomy) use much easier
language than “medical/doctor books.”
– See if a university library has access to Stat
Ref—guest login possible?
Coming up with questions:
• Application: (From my college days)
– Have the kids write questions as they go.
• Keeping in mind different skill sets
• Study as if you are going to nationals
Concluding comments
•
•
•
•
•
1. Know the rules
2. Know the rules
3. Know the rules
4. Online resources and basic text.
5. Try to teach students to come up with
their own questions.
• 6. Periodically check the national website
for rule clarifications. (Submit them if
needed)
Life Science CD ROM
• Available through the soinc.org store is a
CD with all life science data tremendous
amount of information on it. Cheap