Course Description and Objectives:
This course is designed to investigate the study of Human Anatomy and Physiology, which requires an understanding of the levels of organization and systemic functionality of the human body. The basics of the course study would include the study of cells, tissue types, and homeostatic mechanisms. This course aims to explore each organ system, which will consist of the structure and function of each organ and the processes within the system. There are lab materials along with lecture to explain how the human body functions that are directly related to their structure.
Student Learning Outcomes
After studying all the materials and resources presented in the course, the student will be able to recognize and explain the principle of homeostasis and the anatomical structures and the physiological functions of body systems. Furthermore, students will be able to tell the interrelationships within and between anatomical and physiological systems of the human body. Students can identify specific cells, tissues, and bones types on the human body.
Participants were 40 students from the section of the undergraduate human anatomy and physiology course. Of the participants, 30 were female, and 7 were male. Students’ major was: 30 nursing, one exercise science, one health education, and one physical therapy. For the participants, the class was required as part of their major. Students were invited to take a survey answering two questions, which were included the reason for taking the human anatomy and physiology class and what they expect the level of difficulty in human anatomy and physiology will be?. The result of the survey was the majority of the students indicated that the level of the class difficult was hard and tough about 30 students. In contrast, a few students mentioned that the level of the class difficulty was neither.
The teaching methods that we used throughout the course is a combination of teaching strategies methods to teach the undergraduate human anatomy class. First, we used plastic models to assist in active learning and student engagement in the human anatomy course. Also, the human model that we have consisted of the human skeleton and muscles. Secondly, we used prosection and cadavers’ dissections, which allow students to see all organs and tissues present at once and allowing students to understand the physical nature of the human body tissues.
Furthermore, providing students a hands-on activity to encourage students’ skills to apply to clinic conditions. Thirdly, we utilized computer-assisted technology to support students in learning human anatomy in their chosen place and time. For example, some students have a job that can not attend the class regularly so they can access this technology anytime and learn the materials of the course.
Exams and quizzes of human anatomy and physiology course.
There will be four physiology lecture exams, each covering a particular section of the physiology material presented in the lecture. All lecture exams will be in the format and will have multiple-choice, true/false, matching and comparison questions. The CaTs will grade the exams. Also, there will be six lab quizzes worth 20point each, a midterm lab exam final lab cover anatomy materials. These quizzes and exams will be comprehensive.
The resources of the human anatomy and physiology class for students included online lectures, labs, and lectures. Other images and extra reviewing sheets on the Pilot and Notebook are available in the bookstore at the university. Also dr.Ritucc recorded his voice during the lecture when he was drawing on the papers and upload it to the Pilot .also, the academic success center offers free tutoring services to students who are taking the human anatomy and physiology course.
I have many responsibilities in the human anatomy course, specifically in the laboratory section. Firstly, every week I have to teach from six to nine hours the lab portion of the anatomy. Along with this, I have to cover an open lab before an exam or test and to prepare for class, sitting up exams, grading lab exams, and answering emails. Moreover, I have attended weekly graduate teaching assistance meetings and lectures with Severt. I have administered anatomy quizzes and exams. Expectations as I am a graduate teaching assistant, such as be professional in my work and start and end the classes on time.
Furthermore, I give help primarily to my students, be respectful of students, and never talk about a student’s grade or tell anyone a student’s grade. As regrading of behaviors, I do not complain or talk negative about students or other grade teaching assistants and refrain from making a student feel inferior. As an example, how do you not know that I have said it one hundred times? Too, I do not show that I am tired or annoyed when a student asks me to repeat or show them a structure again. Also, I was proctor in the anatomy and physiology exams and quizzes. I regulated contacts with my students to help them if they had difficulty with something by e- email.
Every time I was attending the lecture or lab classes, I learned something new. Also, I was trying to interpret, summarize, and rethink the whole concept of the anatomy course and applying the deep approach theory that I learned from my literature review. Also, I taught the students how to learn this material, not just memorization what they learned. I gave them why these materials are essential in their future career, for example. When we taught the bones lectures in the lab, I was explaining to the students why knowing the names and parts of the bones is important because in the future career, if there is a fracture in the head of femoral, you have to know it precisely during the reviewing session. I tried to simplifying and making the materials accessible to the students understood them. Once I found that a student was not able to comprehend a particular concept, I tried to ask him what does her or his preference to learn this specific of these materials, such as drawing on the paper to help him understand the elements throughout the reviewing session. This means I acted as guided to allow the students to choose what methods of learning his or her preferred. I tried to provide students positives reinforcements and encourage them to learn new materials that we presented in the class why these materials very important in future careers. I answered any question that students may have or struggling with them and provide good explanations and the easiest way method to them. One way that I encouraged and increased confidence in the students to learn new materials that I asked a student to teach me the unique elements that he has already learned. During the reviewing session, I helped students on one and gave extra assistance to students who needed them. Also, I encouraged students to teach each other in the group because some students don’t understand when I was explaining the materials to them. Some students feel more comfortable and great understanding when other students explaining to them, also this kind of teaching promotes active learning in the classroom. Besides, for that, a student who is going to teach the materials to other students will build high confidence in him or herself.
During my experience of teaching the students human anatomy course, I found many students struggling with some issues in the human lab potion. First, I found that some students were had difficulty to understand the ligaments of the shoulder and hip joints. For example, students were struggling with ligaments that stabilization shoulder joint and with their names such as acromioclavicular ligament and coracoclavicular ligaments on the body. Students were struggling with different types that stabilization and support hip joints such as iliofemoral, sociomoral, and pubofemoral ligaments. Moreover, students were struggling with bones on the foot and hand, and they found them it was a bit hard if teaching assistance flap the bones during an exam or a quiz. Also, students had difficulty sided certain bones either on the right or left on the body because they have to flap the mental upside down, such as clavicular, humers, and femoral bones. Also, students were demanding directional terms for humans when we taught them in the lab portion. There are some directional terms that students got confused, such as lateral and medial and anterior and posterior and proximal and distal parts. For example, the nipple is lateral to the breastbone, and the nose is medial to the eye. Also, the naval is anterior to the spine, and the spine is posterior to the breastbone, and the elbow is proximal to the wrist, and the wrist is distal to the elbow. I realized that students had difficulty to spell some words that may be changing the whole meaning of the question during the exam, such as some students spelled coronoid instead of coracoid bones. However, they look very similar but sound, but it would be the wrong answer if the students.