If you’re looking for financial assistance in getting to San Antonio in May, HAPS has your back. There are four awards available to help you make it happen.
ALL of these applications are DUE by December 1, so get your things together and apply now!
The Sam Drogo Technology in the Classroom Award
This award is given to someone who demonstrates innovative use of technology to engage undergraduates in human anatomy and physiology. Two awards are available, both sponsored by ADInstruments. Award: Awards up to $500 to attend the HAPS annual conference.
Robert Anthony Scholarship
This award is given to new instructors in A&P with the goal of helping new faculty network with seasoned professionals during their first five (5) years of teaching anatomy and physiology by attending the HAPS annual conference. Award: Pays for registration fee at the annual conference.
HAPS is always trying to find ways to make the lives of its members easier. For example, HAPS offers scholarships to ease the financial burden of participating in HAPS conferences or HAPS-I courses. But HAPS also negotiates deals for its members, like the most recent partnership between HAPS and Thieme.
Second, Thieme is sponsoring the 2015 HAPS-Thieme Excellence in Teaching Award! This award is designed to recognize and reward excellence in undergraduate A&P instruction. Award winners must be nominated by colleagues and will demonstrate the core value of HAPS. Nominations are allowed from instructors or administrators at accredited institution in the US or Canada. The winner of this award will receive a $1,500 cash prize and free registration for the 2015 Annual HAPS conference in San Antonio. The deadline for nomination is January 1, 2015.
Nominators must have:
Experience as an instructor or administrator at an accredited institution in the US or Canada
At least two years of A&P (broadly defined) teaching experience or administrative experience
Direct knowledge of the instructor being nominated and be able to explain why the nominee deserves this award
Be teaching an A&P course (broadly defined) in 2014-2015 academic year with an expectation that he/she will continue as an A&P instructor going forward
Be a HAPS member in good standing on January 1, 2015
Be an exemplary teacher
Provide a CV and a note saying that he/she understands that he/she must attend the annual conference.
*Free shipping applies only to orders placed on www.thieme.com and ebookstore.thieme.com. Offer available in the continental US only. All prices are subject to change without notice. This promotion is available for a limited time only.
HAPS has a long history of developing resources for educators of human anatomy and physiology. In 1992, the HAPS Core Curriculum Committee issued Course Guidelines for Introductory Level Anatomy & Physiology (now Course Guidelines for Undergraduate Instruction). This document was originally developed to provide guidance in setting curriculum for a two semester undergraduate course in human anatomy and physiology and was the beginning of the HAPS Learning Outcome Project. The HAPS Curriculum and Instruction Committee has more recently added A&P Learning Outcomes to accompany the course guidelines. All told, more than 35 instructors contributed to the set of documents that make up this incredible resource.
The authors wanted to be sure people understood that the project represents a suggested model and is not intended to be a mandate or an infringement upon academic freedom. Instead, it is meant to be a guide for helping to improve student learning. As such, instructors should realize that they are not required to use every outcome in the tables and are certainly welcome to include additional outcomes of their own. Instructors should also feel free to cover the outcomes in different orders, or in different places within the course, than what are presented in the project. The goal of the HAPS Learning Outcomes Project was to provide a set of goals and learning outcomes for a two-semester course sequence in human anatomy and physiology (A&P) intended to prepare students for a variety of clinical and academic programs. The documents in this project can be used as a benchmark for instructors currently teaching A&P courses or as a guide for those developing new courses.
The HAPS Curriculum and Instruction Committee consistently reviews and updates the documents of the Learning Outcomes Project. Comments related to the learning outcomes or supporting documents are welcome and may be sent to committee chair and will be considered for the next revision.
Next week, we’ll talk about the HAPS exam, which was written to assess how well students are meeting the standards outlined by the HAPS LO’s.
The project stemmed from a desire to increase student interest in data collection and analysis by allowing them to share their data with other students around the world who were conducting similar experiments. It was also hypothesized that sharing data could result in a larger pool of data for under-represented groups which may include students in higher age categories, smokers, elite-level athletes and possibly even males.
The project includes three different spreadsheets to choose from:
EKG – heart rate, PR interval, P wave duration, QRS duration, T wave duration (before and after exercise)
Heart Rate and Blood pressure (systolic and diastolic ) before and after exercise
Spirometry – respiration rate, tidal volume, inspiratory reserve, expiratory reserve, vital capacity, FEV1, FVC (before and after exercise)
All three spreadsheets also include the following demographic parameters: gender and age (both mandatory), and ethnicity, BMI, waist circumference, activity level, and smoker (all optional).
Any equipment for physiological data collection can be used. There is a column for inputting the type of equipment used to gather the data, such as Vernier with Logger Pro, BioPac, iWorks, etc. Contact Julie Dais to receive your private Google Docs spreadsheet for your institution, which will enable you to contribute data to the project. You do not need to be a HAPS member to do this.
A second aspect of the project includes resources to support basic statistical analyses using MS Excel. Data analysis templates are available along with instructions on how to perform these analyses and how to interpret the results. If you have questions or comments about the data analysis, you can contact Erin Radomske. Periodically the data submitted by the various participating colleges will be “curated” or further examined for erroneous results and moved to an Excel file on this page. However, to access this file of group data, you need to be a HAPS member. Please feel free to comment on this activity and make suggestions by using the Lab Data Forum.
This project represents just the sort of innovative collaboration fostered by HAPS that makes membership in the organization so incredibly valuable.
Tens of thousands of students take Anatomy and Physiology courses every year, usually as preparation for a career in health. A&P instructors touch the lives of all of these students, and HAPS gives those instructors guidance on dealing with some of the ethical and procedural issues that can arise in the process of this instruction. Having these guidelines and position statements allows HAPS members to rely on these statements as starting points for conversations when these issues come up.
One of the more contentious issues that arises is the use of animal specimens. Historically, an important tool of investigation in human anatomy has been dissection of animals. Often this is because human material is hard to come by and has its own logistical issues (see below). Dissection, both of humans and animals, instills a recognition and appreciation for the three-dimensional structure of the animal body, the interconnections between organs and organ systems, and the uniqueness of biological material while conveying the inherent variability of living organisms not otherwise observable in simulations and models. In physiology, experiments involving live animals provide an excellent opportunity to learn the basic elements specific to scientific investigation and experimentation. At the same time, HAPS also encourages educators to be responsive to student concerns regarding use of animals and to provide students who object to animal use with alternative learning materials. HAPS contends that science educators should retain responsibility for making decisions regarding the educational uses of animals and opposes any legislation or administrative policy that would erode the educator’s role in decision making or restrict dissection and animal experimentation in biology.
While animal dissection may approach the ideal, human cadavers provide opportunities that cannot be duplicated by animal dissection. HAPS believes that the opportunity to observe and wonder at the complexity of the human body, the impact of disease on human structure, the effects of age and life style on anatomy, and structural variations related to development are unique attributes of a cadaver experience. While anatomical models, interactive computer programs, and multimedia materials may enhance the laboratory experience, they should not be considered as equivalent alternatives or substitutes for a hands-on cadaver experience where it is available. HAPS supports the use of cadavers for anatomical study provided their use is in strict compliance with federal legislation, the guidelines of the National Institutes of Health, and the body donor program from which the cadavers were acquired, and that such use fulfills clearly defined educational objectives.
HAPS also provides position statements on the quality of education that institutions should be providing to our A&P students. A growing trend in education is the use of ‘distributed learning’ – partially or wholly online courses and the use of web-based resources. These educational distribution methods provide a number of advantages: providing access to education that might not otherwise be available to particular students, flexibility in scheduling and learning styles for students, and the wealth of resources available on the internet. Nevertheless, these instructional technologies must support and complement the needs of best principles of teaching and learning, including training of instructors, pedagogical best-practices and assessment security and integrity. Online courses should provide an equivalent experience and similar material to face-to-face courses, and not be watered-down versions of an on-campus course.
On the topic of instructor accreditation, HAPS understands that A&P instructors come from a wide variety of post-baccalaureate programs including traditional life sciences programs (e.g. biology or physiology) as well as programs like biological anthropology and kinesiology. In addition, many A&P instructors come from clinical backgrounds such as nursing or physical therapy. HAPS has a number of guidelines for suggested coursework that A&P instructors should have taken, and how clinical or practical experience can be considered substitutions for this coursework. These guidelines embrace the diversity in backgrounds while still requiring rigorous standards of instruction and evaluation of that instruction.
These guidelines and position statements, with far more detail and formality, can be found on the HAPS website. These statements are tools that HAPS provides for dealing with the questions that A&P instructors may encounter when dealing with students, administrations, and the public.
It isn’t too late to register for the HAPS Central Regional Meeting on October 17-18 in Minneapolis, MN. The conference is being held at Eastview High School in Apple Valley, Minnesota and is geared for both college and high school anatomy and physiology educators. Eastview High School is a large suburban school that has ample space for such a meeting. The school is close to several hotels, is a 10 minute drive from the Mall of America, and is about a 20 minute drive from the Minneapolis/St. Paul International airport. Murray Jensen, the HAPS Central Regional Director, is the conference coordinator.
Regional conferences provide an excellent opportunity to re-connect with the HAPS community between the annual conferences, which happen in May.
Featured speakers at the event include:
Dr. Kevin Petti “Anatomia italiana: Art and Anatomy in the Italian Renaissance”
Sponsored by the American Association of Anatomists
Wendy Riggs – Chair of HAPS Communications Committee “Its Flipping Fun! Notes on how to flip an A&P class”
Dr. Paul Iaizzo – Director, The Visible Heart Laboratory, University of Minnesota “Cardiovascular Advances at the University of Minnesota: Past, Present, and Future”
Dr. Arthur G. Erdman
“Development of Medical Devices Using Virtual Prototyping”
Cynthia Clague, Ph.D. – Director, Research & Advanced Technology Medtronic
“Anatomical Foundation of Structural Heart Device Design”
Dr. Jon Jackson
“Anatomy by the Slice: Radiology to bring real human anatomy to any classroom, anywhere.”
Did you know that HAPS members have free access to the bimonthly publication from the American Association of Anatomists?
Anatomical Sciences Education is published in cooperation with the American Association of Clinical Anatomists and the Human Anatomy & Physiology Society. Their website describes the journal as providing “…an international forum for the exchange of ideas, opinions, innovations and research on topics related to education in the anatomical sciences of gross anatomy, embryology, histology, and neurosciences at all levels of anatomical sciences education including, undergraduate, graduate, post-graduate, allied health, medical (both allopathic and osteopathic), and dental.”
There are some directions HAPS members must follow to access this journal online. These steps are described on the HAPS website. First, click on the “Resources” menu on hapsweb.org and select “Teaching Resources.” Here you’ll see a giant list of things available to members and non-members and if you scroll down to the very bottom, you’ll see a handful of outside HAPS-related resources. One of these is a link to the Life Science Teaching Resource Community, which was discussed on this blog during spring 2014. But the next item on the list is a link to ASE.
Now, you have to be a member and enter your login information before you can access the next page, but if you are a member, you will be taken to a website with clear instructions for how to take advantage of your free online access to ASE.
So have you accessed ASE through HAPS? Take the poll and let us know!