Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN
9780357802212; Chapter 1-28 The Art and Science of Learning in Anatomy and Physiology
Instructor Manual: Elizabeth Co, Anatomy and
Physiology, First Edition 2023, Core ISBN
9780357802212; Chapter 1-28 The Art and Science of
Learning in Anatomy and Physiology
Instructor Manual for
Anatomy & Physiology 1st Edition Elizabeth Co
Chapter 1-28
Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core
ISBN 9780357802212; Chapter 1: The Art and Science of
Learning in Anatomy and Physiology
Table of Contents
Purpose and Perspective of the Chapter.................................................................................... 2
Key Terms ................................................................................................................................. 2
Chapter Outline.......................................................................................................................... 2
Discussion Questions................................................................................................................. 3
Additional Activities and Assignments ........................................................................................ 4
Additional Resources ................................................................................................................. 4
, Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN
9780357802212; Chapter 1-28 The Art and Science of Learning in Anatomy and Physiology
External Videos or Playlist
......................................................................................................................... 4
Internet Resources
.................................................................................................................................... 4
Appendix.................................................................................................................................... 5
Generic Rubrics
......................................................................................................................................... 5
Standard Writing Rubric
............................................................................................................................ 5
Standard Discussion Rubric
....................................................................................................................... 5
Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition
2023, Core ISBN 9780357802212; Chapter 1: The Art and Science of
Learning in Anatomy and Physiology
Purpose and Perspective of the Chapter
The purpose of this chapter is to introduce the student to methods and techniques that will help them
understand the concepts related to anatomy and physiology. This chapter begins with a discussion
centered around the science of learning and the stages of the learning process. Additionally, this
chapter defines a learning objective and helps students to understand how learning objectives can help
them to know what their instructor feels is important and wants them to know. This knowledge, along
with the methods and techniques, will help students to devise a process to assist with honing their skills
in preparing to give back information learned on differing types of assessments. Finally, this chapter
teaches students how to read and transfer anatomical knowledge learned from viewing one image to
various other images, as opposed to trying to memorize the original image. Similarly students are
taught how to understand the images of physiological processes by first understanding the symbols
used in the image and then incorporating that understanding into what they know about physiological
processes. Each section of this chapter focuses on metacognitive approaches that students can use to be
successful in this course.
Key Terms
, Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN
9780357802212; Chapter 1-28 The Art and Science of Learning in Anatomy and Physiology
Log in to cengage.com as an instructor to download a list of key terms separated by chapter. The
textbook and eBook include a detailed glossary, and the MindTap course has a glossary app.
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Chapter Outline
I. The Science of Learning
a. There is a science to learning and mastering content. Thinking critically and applying
the information you learn is the aim of this process.
b. There are three stages of learning:
1. Foreign
2. Familiar
3. Mastery
c. During the foreign stage, a beginning learner is exposed to the information for the first time. In many
cases, this occurs in a classroom setting. Through a variety of learning strategies, knowledge of the
information or subject can be achieved. These strategies include story-telling, mnemonic devices,
chunking, and retrieval practice.
1. Story-telling—creating stories to help remember information
2. Mnemonic devices —using a rhyme or song to remember information
3. Chunking—grouping items together
4. Retrieval practice—memory strengthening
d. A learner can transition from the foreign stage to the familiar stage through repetitive
exposure to the material. This can occur by:
1. Reading/rereading the notes
2. Copying the notes a second time
3. Watching and rewatching lectures
4. Reading and rereading the textbook
5. Using flashcards to memorize terminology
e. The transition from familiarity to the mastery stage occurs through practice. This
happens through teaching or explaining the material to someone else, drawing a
structure or structures, writing an explanation of a concept, recreating a graph with
Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN
9780357802212; Chapter 1: The Art and Science of Learning in Anatomy and Physiology
, Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN
9780357802212; Chapter 1-28 The Art and Science of Learning in Anatomy and Physiology
explanations, completing practice problems, or answering the question ―what happens if these
components don’t work?”.
II. Bloom’s Taxonomy of Cognitive Learning
a. Bloom’s Taxonomy is an educational framework for evaluating the skills used in a
question or task. It is based on the concept that different question types require
different skills. Additionally, the skills build on one another. For example, you cannot
apply information if you cannot remember it first.
b. Bloom’s taxonomy levels begin with remembering information. Remembering can lead
to higher levels, such as understanding and applying (see figure 1.03).
III. Learning objectives
a. Learning objectives (LOs) are goals assigned by an instructor that help students to understand what
they are expected to know. They can also improve transparency between student and instructor. In this
text, they are located at the beginning of each section and the end of each chapter. Students should be
aware that an instructor may provide additional learning objectives.
b. For details regarding the anatomy of a learning objective please see figure 1.04. IV. The Anatomy of
Art
a. Image transference in an anatomy and physiology course is valuable. Understanding
anatomy and physiology requires visual learning. One example is recognizing threedimensional gross
anatomy through diagrams, then applying this information to other
visuals (x-rays and other medical imaging).
b. To understand the gross anatomy diagrams, start with a point of reference and build
from there.
c. Histological images are used to understand microscopic anatomy.
d. Diagrams are also helpful to understand physiological processes. The best approach is
to start with understanding what the diagram is showing overall. From there, students should follow
arrows or other symbols as they show progression through the process.
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Discussion Questions
You can assign these questions in several ways: as a discussion forum in your LMS; as a whole-class
discussion in person; or as a partner or group activity in class.
1. Discussion: How to learn. Duration 5–10 minutes.
a. Question: What techniques or practices have helped you learn in the past?
i. There’s no right or wrong answer to this question. The students should
spend some time thinking and reflecting on techniques that have helped
