1. Audrey Hafner http://www.a3bs.com/Head- Models,pg_1207_65_32.html

2.  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

3.  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.

4.  Technically only high school biology is required, however there is a lot of chemistry too  In a survey  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

5.  Is the study of the body structures and functions  Classes consist of › Lecture with exams › Lab with ID exams

6.  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

7.  Reflexes  Spinal cord  Spinal Nerves  Brain  Major Organ Systems  Endocrine  Heart  Respiratory  Digestive  Urinary  Reproduction & Development http://www.kappamedic al.com/anatomy.htm This is a model of a kidney part of the urinary and renial systems

8.  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

9.  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

10.  Students are taught on a human patient simulator › Patient response can be controlled to how different patients response to different treatments  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 This model is used to simulate injuries

11.  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  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

12.  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 421- 425.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.