A deep understanding of the human body and how it works is necessary to attain a career in health science, which is the ultimate goal of many students in the sciences at Chatham University. Consequently, many students seeking careers in the medical sciences are required to take the anatomy lecture and laboratory course. The classic anatomy course consists of learning anatomical terminology, the identification of structures, including their location and landmarks in the body, and their functions so that students can apply that knowledge first in class and later in practice. The laboratory portion of anatomy is a crucial component because structure, function, and context are the driving forces for success in the class. Students majoring in the …show more content…
Within these common learning methods, there are three distinct types of learning styles (Brown, 1997): auditory, visual and kinesthetic. Each style of learning describes how the learner connects with information. Auditory learners commit information to memory and understanding by hearing it and then speaking it. Visual learners process and learn information through visual aids, such as charts and other objects to help them remember and understand new information. Visual learners tend to be better at memorizing and recalling facts. Kinesthetic learners need to use their hands to learn, and prefer to demonstrate methods and concepts rather than simply communicating the information verbally. As currently structured, the anatomy labs at Chatham University do not appeal to each type of learning style proportionately. Instead, the labs are tailored most strongly to visual and auditory learners while kinesthetic learners are neglected. This is not surprising, and college courses in general tend to ignore this third learning style. For example, the lecture portion of classes are well suited for auditory learners and visual learners because they can listen to the lecture and see Power Points but they don’t attract kinesthetic learners. But labs are supposed to reinforce what is being taught in the lecture portion by presenting the information in a hands-on, interactive manner, making their current structure rather ironic. To change this at Chatham, I plan to develop hands-on, interactive labs that will appeal to all three learning styles. Interactive labs encourage deeper learning that leads to retention as opposed to surface learning just to try and pass an exam (Wong,
Marieb, Elaine Nicpon, and Katja Hoehn. Human Anatomy & Physiology. 10th ed. N.p.: Pearson Education, 2016. Pg. 279-314. Print.
Having described the scenario, this essay will now focus on the anatomy and physiology during Laura’s third stage. After the delivery of her baby, Laura’s uterus continued to contract and retract due to the effect of oxytocin on the myometrium. Herman (2000) and Herman et al. (2002) describe the placental separation in three stages; latent, contraction/detachment and expulsion. During the latent phase Laura’s myometrium begun to contract and retract. During the contraction/detachment phase Laura’s myometrium continued to contract and retract. Therefore, the surface area decreased under the placenta and it detached from the spongy layer of the decidua, consequently exposing the maternal spiral arteries. During the expulsion phase, Laura’s placenta descended into her lower uterine segment and the membranes peeled away from the walls of her uterus. With further contractions of her uterus, Laura’s placenta and membranes descended into her vagina and expelled from it.
Patterson, Marilyn Nikimaa. Every Body Can Learn: Engaging the Bodily-Kinesthetic Intelligence in the Everyday Classroom. Tucson, AZ: Zephyr Press, 1997.
Chapter 2: Mary Roach goes on to explain the stages new students for anatomy. Some of them successfully graduate by their maturity and tolerance of handling dead corps. She also explains the importance of cadavers as they are a process for crime results.
A standing broad jump is a jump for distance from a standing position. It can be divided into four temporal phases: countermovement, propulsion, flight, and landing. In the countermovement phase, the subject squats to load up and extends the shoulders and the arms. In the propulsion phase, the goal is to generate enough force to propel the body forward. The person must stand erect in full extension of the trunk, hips, and knees. Then, the person flexes at the hip and the knee, which results with the trunk being rotated in a forward direction. Next, the arms become slightly flexed to hyperextension, to full flexion. Prior to the flight phase, the body goes into full extension. The flight phase begins as soon as the feet have left the ground. During this phase, the body stays in full extension or can become hyperextended. Towards the end of the flight phase, the trunk rotates forward in an anterior direction along with minor hip and knee flexion just before landing. During the landing phase, the knees and the hips are in maximum flexion and forward rotation of the trunk. There is also arm movement by moving both arms in the vertical direction to improve jumping distance. At the onset of the jump, the arm swings forward and during landing, they swing back and forth.
First, let’s discuss the kinesthetic learning style. My primary learning style, kinesthetic, can best relate to constructivist learning theory. The kinesthetic perceptual mode can be defined as one where experience and practice may be learned using all perceptual senses (Fleming, & Mills, 1992). Similarly, the constructivist approach to learning theory is characterized by interpreting reality based upon the learners’ perception of their experiences (Jonasson, 1991). By applying all available senses to the practical application of learning, a kinesthetic learner easily redefines what they know to be true based on concrete examples that are observed and the information received. This is also a great illustration of the advantage of possessing a multimodal learning style.
This photo titled “Anatomy Classroom,” is probably one of the most interesting photos that I’ve ever critiqued. I’d say that I love this photo mainly for the colors captured and the message that I get from looking at this photo, which I will cover later in this post.
Weston, M. D. Know Your Body: The Atlas of Anatomy. Berkeley, CA: Marshall Cavendish Books Limited, 2005
A lot of the students in the class are bio majors or other majors that go into biology( Like me. I'm a biochem major). Like Dr. Lee always reminds the class, many of us will not make it into medical school. This presentation helped give many students another alternative about a career path.
While in the initial years of medical school, I truly enjoyed courses in physiology and pathology. Learning about the normal state and then structural alterations of cells, pathogenesis, and the consequences of changes were very fascinating. The slides under the microscope were difficult to understand but looked very pleasing, identical to an abstract art. With the help of my professors, I started to understand those slides and developed an interest in learning to diagnose them.
More than half of the students in the study (52.7%) preferred the clinical dissection as the method to make them understand the topographical human anatomy while a minor portion of them (14% each) preferred either computer assisted learning (CAL) or problem based learning (PBL). A similar higher percentage of students (44%) chose dissection as the primary method of learning in a study by Azer et al, (2), while 23% of them preferred textbooks over CAL (10%) as the desired method. Recently the western methods of teaching anatomy have undergone considerable modifications. Many of them advocating reduction in the overall teaching duration of the long held traditional method of dissection for imparting the knowledge and understanding of the subject of anatomy to medical students towards the modern methods like CAL or PBL. However, the success of such methods seem to be far fetched as the students still prefer the former to a larger extent than the latter types (10, 13-16). In fact many of the subject experts have commented that there is a need
Kinesthetic-tactile techniques are used in combination with visual and/or auditory study techniques, producing multi-sensory learning” (Academics, 2017: par1). Kinesthetic learners learn best by using their senses and making learning a practical activity (Vark-learn, 2017). These students learn by using their body and working with physical things such as role playing (Ferriman, 2017). For these students the best methods to assist with studying would be to actually fidget while studying. Some of these methods include chewing gum, tapping a foot or pencil and pacing (Academics, 2017). It will often be found that these learners will be good at physical activities such as cooking, painting and sport (Cherry, 2017). The best test for kinesthetic learners would be short definition based questions and multiple choice tests. The worst kind of test would be a long one with limited to no breaks. Tests like these could involve an essay or questions requiring a long answer (Learning Styles,
From primary school, I was always amazed by the fact that the human body, composed of millions of cells, develops from a single fertilized mother cell. This idea triggered my interest for the science of human body. But the main reason I joined medical school was witnessing the actions of the excellent medical unit that saved my sister’s life, after her chocking on peanut. At the university, my interest in anatomy was amplified when I was studying anatomy in the second year. Later, this interest increased during various rotations in surgery and internal medicine.
Science’s contribution to humanity is utterly inspiring and exceeds that of any other. As civilized beings we rely on scientific advances and perpetual questioning to sustain ourselves. To venture into this path of boundless grounding will be a huge challenge, but the very idea of devoting myself into the versatile field ignites my ambition for Biomedical Science. I believe that the course’s delicate balance between learning and laboratory work, along with its applicability to real healthcare communities will quench my immense zeal for Science.
Kinesthetic learners benefit from hands on, practical, examples, applications trips, previous experiences while learning. Also, they learn more from teachers or instructors who use real life experience to teach rather than abstract. Likewise, these set of people would gain more while studying by using case studies to relate to abstract concepts, teaching back to others, also the use of some pictures and drawings that explain the topic. In preparation for an exam, a kinesthetic learner does better creating a picture or scenario of the exam and write practice answer. Personally, the knowledge and awareness of this learning strategy seems relatively new due to previous self-identification as a virtual learner, who tends to learn more by seeing and virtually touching. Memories of situations where only watching some videos or seeing some images or diagrams without having to read a book to gain understanding of a context keeps coming to mind. But VARK literally see more into it by the virtue of the answers that were provided on the questionnaire, hence came up with kinesthetic learning strategy. In contrast to some of the styles involved in kinesthetic learning strategy like application trips, trial and error, collections, exhibits and samples as identified by VARK, videos and animations have been a very useful personal learning