(The Histology Challenge) presents actual patient cases, in the form of photomicrographs of biopsy or surgical specimens, along with a “live” online discussion. Each case includes a series of questions designed to guide readers through the process of interpreting the photomicrographs, beginning with basic histology and progressing through the process of diagnosing the case. In this article, we review the history of the Histology Challenge, describe how it works, and describe some sample cases, to illustrate how they reinforce basic histology and introduce clinical applications. This article will also include suggestions for how these Histology Challenges can be used in A & P courses, and ways in which interested instructors can participate both in the online discussions and in production of future cases.
The histology challenge serves many valuable functions for HAPSters and their students. Some instructors use the challenge to beef up their own histology skills. Others use the challenge to provide hands-on experiences for their students! Either way, the challenge is a stimulating resource for HAPSters and their students. So check out the Winter 2015 HAPS-EDucator and learn more about how you can take advantage of this fantastic benefit of being a HAPS member.
It is late. We lost an hour this morning, which means my alarm clock is going to be particularly vile when it cheerfully erupts in about 6 hours. And I can’t go to bed quite yet, because I am still preparing for my physiology class on Blood Pressure in the morning. I started my preparations by reviewing my flipped video lecture on the topic. This was a painful task, as I quickly found about 62 improvements I would LOVE to make to that set of video lectures. (This is an unfortunate aspect of the flip: improving one’s lectures requires a significant input of time that is usually unavailable during the semester.)
As I watched my lecture with steadily increasing disgruntlement, I decided to look for interesting activities to engage students in my morning class. I turned to the APS Archive for inspiration and when I resurfaced an hour later, I had about 62 new activities that I was really excited to try (out of 151 hits on my very broad “blood pressure” search). (This is another unfortunate aspect of the flip: developing/vetting activities to replace “lecture” requires a significant input of time that usually is subtracted from the sleep column.)
While it is highly unlikely that I will be able to pull any of these activities together for class in 7 hours, I thought I’d share the WEALTH that is OUT THERE for you flippin’ crazies who are trying to add more active learning to your lecture time. Here are three of the 151 hits on my “blood pressure” search.
Laboratory activity: This article from Advances in Physiological Education describes a medical school’s efforts to replace a cardiovascular physiology lab that made use of anesthetized critters with one that makes use of fully conscious med students instead.
Flow diagrams: This resource contains complex flow diagrams that are visually interesting and informative. I have a very VISUAL brain and I love the idea of students building flow diagrams like these.
Case study: This case focuses on neural control of the cardiovascular system. It is extremely comprehensive and describes a scenario with a pregnant mama going into labor.
This is just a smattering of the amazing resources cataloged in the Archive of Teaching Resources. Anyone else out there interested in adding MORE hours to each day? Ahhhh, one can dream. Enjoy the week!
After spending nearly a year recording video lectures for my flipped classes, I have finally arrived at a semester in which MOST of the lectures have been recorded (for better or worse) and I am able to focus my time on improving the quality of the ACTIVITIES we do during class time. Although I am painfully critical of the quality of my existing video lectures, I am grateful to finally have more time to work on the class activities.
I am always intrigued by case studies and if you haven’t taken a look at the National Center for Case Study Teaching in Science, you really need to check it out. This resource is included in the APS Archive and it is literally a gold mine of interesting cases. I’ve signed up for their email listserv and receive monthly updates describing new cases they’ve recently posted. When I get these emails, I usually end up wishing I taught more classes, because the topics are so engaging. I was particularly interested in checking out a relatively recent case about Colony Collapse Disorder in honeybees.
The group also facilitates an annual summer workshop where participants explore different kinds of case studies, and then write and deliver their own cases to a guinea pig group of undergrads who offer feedback on the experience. Someday, when I figure out how to squeeze 48 hours out of each 24, I would LOVE to participate in this conference. But there are other sources of case studies for use in the flipped classroom. One of my favorite workshops at the HAPS Annual Conference last year in Las Vegas was Cherie McKeever’s workshop on writing your own case studies. She also offers an online summer class on how to write and implement fun cases.
I am going to experiment with a clicker-based case study on hearing loss this week in Human Physiology. I will keep you posted!