TAPP Radio Episode 7
Teaching For Long Term Learning
Quick Take
0:50 | Hot mitochondria
2:20 | Secrets of the Campus Cadavers
6:26 | Featured topic: teaching for long term learning
Listen Now!
1 | Hot Mitochondria
1.5 minutes
Mitochondria run about 10 °C hotter than the other components of the cell. This number may be helpful when discussing thermoregulation, metabolism, cell biology, and more.
- Hot mitochondria? (an article in PLOS Biology)
2 | Podcast: Secrets of the Campus Cadavers
2:20 minutes
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)
3 | Teaching for Long Term Learning
19 minutes
A comment on Episode 4 by Margaret Thompson Reece sparks continued discussion of the value of a cumulative approach to teaching and learning. In this episode, Kevin gives additional examples of practical strategies to apply the cumulative approach in our A&P course and beyond.
- 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)
Stay Connected
The easiest way to keep up with new episodes is with the free mobile app:
Or you can listen in your favorite podcast or radio app.
Click here to be notified by blog post when new episodes become available (make sure The A&P Professor option is checked).
Call in
Record your question or share an idea and I may use it in a future podcast!
Toll-free:
1·833·LION·DEN
(1·833·546·6336)
Local:
1·636·486·4185
Email:
podcast@theAPprofessor.org
Share
Please click the orange share button at the bottom left corner of the screen to share this page!
Transcript
To read a complete transcript of this episode, click here.
Last updated: January 7, 2021 at 16:30 pm
2 comments
Excellent talk! I would like to add that both the pre-test before A&P II and cumulative testing during the semester should particularly help students organize the physiology part of A&P. Physiology is a challenge to learn within a structure optimized for the anatomy part of the course. The three major systems that regulate homeostasis, the nervous, cardiovascular and endocrine systems, are usually taught during A&PII. Yet, they are often needed to understand bone and muscle physiology during A&PI. When teaching physiology as a separate course, lectures often begin with the nervous or cardiovascular system. Maybe the cumulative form of testing proposed here would help students better organize their understanding of physiology, a subject that is difficult to master with memorization.
I didn’t think of it that way, but your idea of using a cumulative approach to testing would be a great way to help students build a solid conceptual framework of physiology!