The A&P Professor

Can adult brains make new neurons? Kevin revisits this question and examines new evidence. See you at HAPS 2018 Annual Conference in Columbus OH? Learning styles. Harm or help? Or a bit of both?

Can adult brains make new neurons? Again. (4 min) See you at HAPS 2018? (5.5 min) Learning styles. Harm or help? Or a bit of both? (12 min)

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0:57 Kevin revisits the notion of whether neurogenesis (growing new neurons) can occur in the adult brain, particularly in the hippocampus. A past episode mentioned a study that said "no" to adult neurogenesis in the brain, bucking current thought. However, a newer paper now supports adult brain neurogenesis. This is fun, isn't it?

• New Evidence Suggests Aging Brains Continue to Make New Neurons (article by Francis Collins on the new paper)
• Human Hippocampal Neurogenesis Persists throughout Aging (new research paper in Cell)
• Human hippocampal neurogenesis drops sharply in children to undetectable levels in adults (recent paper in Nature suggesting otherwise)
• Episode 5 (Previous episode of this podcast, Segment 1: Can the Adult Human Brain Produce New Neurons?)

5:07 Kevin once again invites you to the 2018 Annual Conference of the Human Anatomy & Physiology Society (HAPS) in Columbus Ohio--and to look him and say "hi" while you are there!

• HAPS 2018 Conference Website
• Succeed in A&P (podcast featuring interview with Peter English, Executive Director of HAPS)

10:40 Recent buzz about the Husmann/O'Loughlin paper on learning styles prompts a conversation about what learning styles are and are not. And what, if anything, we should do with them.

• Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students' Study Strategies, Class Performance, and Reported VARK Learning Styles (the recent Husmann/O'Loughlin paper)
• The VARK Questionnaire (the now-classic learning style system)
• Not Another Inventory, Rather a Catalyst for Reflection (the paper that started the VARK approach)
• Seven learning styles (another system of learning styles)
• Are Learning Styles Real? (Kevin's blog post from November 2015)

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• More details at the episode page.
• Transcript available at the script page.
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Kevin explains why the term meatus is weird (hint: it's the plural form). The topic of storytelling in teaching continues with an emphasis on playfulness and the use of analogies (especially playful analogies).

Why the term meatus is weird. (3 min) Convenient ways to subscribe to TAPP Radio. (2 min) Playfulness and analogies have a role in storytelling. (14 min)

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(0:46) The term meatus is properly pluralized as meatus or meatuses (not meati)

• Meatus | Weird Word (post explaining meatus from o-log-y the terminology blog)
• Meatus as a fourth-declension noun (page from a terminology text)

(3:31) There are a lot of options for convenient listening to this podcast!

• Subscribe page (links and directions on how to subscribe to this podcast)
• Alexa skill (shows you how to listen to this podcast on your Alexa device)

(5:19) The previous episode (TAPP 12) explained Kevin's view that effective A&P teachers are good storytellers. This episode "continues the story" by discussing analogies. Analogies can be stories that help students understand complex concepts. Sometimes, they are most effective when they are playful, which helps engage students and makes the stories easy to remember. Kevin relates his use of "phosphorylation frogs" in a story that can be referred to every time ATP generation comes up in the course. What are the pros and cons of using analogies?

• Storytelling is the Heart of Teaching A&P | TAPP Radio 12 (where the story of storytelling in A&P begins)
• Frog pop-ups (toys similar to those described by Kevin in this episode)
• Books by John Dewey (book sales help pay for podcast expenses)
• Metaphors & Analogies: Power Tools for Teaching Any Subject (book that addresses many issues, including English-language learners)

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• More details at the episode page.
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Microglia in the brain nibble on synapse to induce remodeling of neural circuits. Kevin mentions his new online seminar on five ways to enhance long-term learning. A&P is the story of the human body, so A&P professors act as storytellers. Kevin gives some practical tips on how to do that effectively.

Microglia prune synapses to remodel brain circuits. (6 min) Kevin's new online seminar on Long-Term Learning. (1 min) Teaching A&P tells the story of the human body. (15 min)

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Multiple synapse heads send out filopodia (green) converging on one microglial cell (red), as seen by focused ion beam scanning electron microscopy (FIBSEM). IMAGE: L. Weinhard, EMBL Rome

(0:47) New information shows that microglia nibble on presynaptic neurons using trogocytosis, rather than phagocytosis, to prune synapses during memory formation to help remodel brain networks. Microglia also induce postsynaptic spines to "reach out" to form new synapses with presynaptic neurons.

• Microglia remodel synapses by presynaptic trogocytosis and spine head filopodia induction (original research report)
• Captured: microglia nibbling on brain synapses (article about the original report)
• Neurophobia: The Fear of Neurology Among Medical Students (the title says it all)

(6:50) Kevin has a new online seminar on five strategies to enhance long-term learning in A&P courses.

• Long Term Learning (the new seminar)
• HAPS Conferences (see you there?)

Storytellers dramatize their stories. (my-ap.us/2uvWkPe)

(8:05) Kevin explains why he thinks storytelling is the heart of effective teaching, especially in the A&P course. He outlines the "storytelling persona"; making sure there is a beginning, middle, and end to our stories, applying storytelling to both lectures and the entire course, using drama, conflict and resolution, and other techniques.

• Educational Uses of Digital Storytelling (website with many resources)
• Crash Course in Storytelling (book on the basics of storytelling)
• Long Story Short: The Only Storytelling Guide You'll Ever Need (book; the title says it all)

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• More details at the episode page.
• Transcript available at the script page.
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Kevin discusses recent news that a new human organ has been discovered. Systematic debriefing by students after each test can boost their learning. Kevin explains a tool he uses to help students learn how to analyze their tests effectively.

Has a new organ been discovered? (4 min) Students benefit from debriefing after each test. (18.5 min)

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Interstitium. Illustration by Jill Gregory. Printed with permission from Mount Sinai Health System, licensed under CC-BY-ND.

(0:46) Has a new human organ discovered? Or is this news mostly hype? Or is the answer somewhere in the middle?

• Structure and Distribution of an Unrecognized Interstitium in Human Tissues (original research report)
• Newly-discovered human organ may help explain how cancer spreads (article about the original report)
• That "New Organ" Everyone Is Freaking Out About Is Probably Not New (article outlining criticism of the original report)
• Is the Interstitium Really a New Organ? (another article interprets the original report)
• Is This Tissue a New Organ? Maybe. A Conduit for Cancer? It Seems Likely. (yet another opinioon)
• The Human Organ Discovered in 2018 (and we have another opinion)

(4:56) Testing can be a powerful learning strategy. Debriefing in a systematic way after each test can leverage the learning value of tests and boost learning even more.

• Test Analysis (Lion Den web page for students)
• Student Success Increases When They Debrief After Tests (blog post for professors)
• Test Analysis Form (worksheet download; Lion Den downloads page; or use short URL: lionden.com/downloads.htm)
• Learn From Your Mistakes! (blog post for students; includes video showing how to use form)

If the hyperlinks here are not active, go to TAPPradio.org to find the episode page.

• More details at the episode page.
• Transcript available at the script page.
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Learning the bones and markings of the skeleton is hard—and so is teaching it. Learn some strategies that work! What are peripersonal neurons and what is their function? Try out the new Alexa skill for this podcast.

New Alexa skill for this podcast! (3.5 min) Free media from the National Science Foundation. (1.5 min) Tips for teaching the skeleton. (15.5 min)

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(1:25) If you use an Alexa-enabled device, you can now enable "the a. p. professor podcast" Alexa skill to listen to any episode, navigate within episodes, and save your place for your next listening session. Just keep this in mind when you do eventually join this growing trend!

• Enable the Alexa skill (Kevin's instructions on how to enable and use the new skill for this podcast; include a video)
• Alexa skill (Amazon's page for this Alexa skill)
• Alexa-enabled devices (Amazon's devices that use Alexa skills; purchases made through this link help fund this podcast)

(4:41) A huge library of science photos, videos, audio, and other objects you can use in your course—from the National Science Foundation (NSF).

• NSF Multimedia Gallery
• Neuroplasticity (example of a video from the gallery)

(6:56) Learning the bones and bone markings of the skeleton can be an early, scary experience for A&P students. How can we prepare and support them to learn the skeleton effectively—and learn skills to help them in their continuing studies of human anatomy?

• Bone Names (Kevin's tip page for A&P students; located in the Lion Den website)
  • Short URL (to provide to students) is my-ap.us/bones
  • Provides a brief intro to bone naming and how that helps a student learn bones and markings
  • Provides 2 videos that walk students through the process of understanding bone names as a method of learning
  • Contains highlighted links to helpful lists
    • Lists are available as a docx or PDF "handouts" to use for study
    • Lists are also available as an interactive table on the web (can be sorted)
    • Access to lists requires a free registration in the Lion Den website
• Skeletal Posts (from Kevin's blog The A&P Student, includes all advice for students on studying the skeleton)

If the hyperlinks here are not active, go to TAPPradio.org to find the episode page.

• More details at the episode page.
• Transcript available at the script page.
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Issues of returning learners and how to support them. Get daily, curated headlines of interest to A&P teachers. What are peripersonal neurons, and why should we care?

Peripersonal neurons monitor our environment. Daily headlines for A&P teachers. Supporting learners coming back to school.

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Life loves the liver of it (Maya Angelou)

(0:49) Several areas of the brain monitor your personal space—also called the peripersonal space (PPS). The peripersonal neurons each monitor one small "bubble" of our PPS.

• Michael Graziano explains Peripersonal Neurons (episode 142 from the Brain Science podcast)
• The Spaces Between Us: A Story of Neuroscience, Evolution, and Human Nature (Graziano's book)
• Peripersonal space in the brain (nice review article from the journal Neuropsychologia)
• Illusion makes people 'feel' force field around their body (article from New Scientist)

(11:57) A simple analogy can help students remember a recurring principle about cell behavior involving important ions.

• nuzzel.com/theAPprofessor (direct link)

(13:07) Returning learners in anatomy and physiology courses often come to use with some anxiety. How can we support them?

• Help significant others help YOU (a brief blog post for students; link to this from your course webpage, learning management system, and/or syllabus)
  • Use shortened link: my-ap.us/rgNZ27

If the hyperlinks above are not active, go to TAPPradio.org to find the episode page.

• More details at the episode page.
• Transcript available at the script page.
• Listen to any episode on your Alexa device.
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Neurogenesis in the adult brain is challenged by a recent study. The analogy that cells hate calcium and sodium ions, but love potassium, helps students learn cell behavior. Your take on teaching A&P is welcome! Running concept lists to enhance deep learning by helps students make connections among ideas and promote development of insights.

Neurogenesis in the adult brain. Cells hate calcium (an analogy) Your take on teaching A&P Running concept lists to enhance deep learning.

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(1:00) A new paper revives the old dogma that adult brains cannot produce new neurons—but it's not without controversy. What should we tell our students?

• The Discovery of the Neuron
• Neurogenesis in the adult human hippocampus
• Human hippocampal neurogenesis drops sharply in children to undetectable levels in adults
• New Study Questions Confidence in Neurogenesis in the Adult Brain

(5:52) A simple analogy can help students remember a recurring principle about cell behavior involving important ions.

• Cells hate calcium! (article)

(12:52) You've got some insights sparked by topics in this podcast series? Let's hear them, so we can get some power-brainstorming going!

Toll-free: 1·833·LION·DEN (1·833·546·6336) Local: 1·636·486·4185 Email: [email protected]

(14:24) We all find it difficult to put all the facts and details together in our heads in a way that makes sense—that helps us connect ideas and gain insights. A simple technique of running concepts lists can provide a concrete template for this process. Used over time, running concept lists and also train the brain to make such connections easily.

• Concept Lists | An Easy Method to Enhance Deep Learning (resource page)

If the hyperlinks above are not active, go to TAPPradio.org to find the episode page.

• More details at the episode page.
• Transcript available at the script page.
• Listen to any episode on your Alexa device.
• Join The A&P Professor social network:
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Amazon referrals help defray podcasting expenses.

Neurogenesis in the adult brain is challenged by a recent study. The analogy that cells hate calcium and sodium ions, but love potassium, helps students learn cell behavior. Your take on teaching A&P is welcome!
Running concept lists to enhance deep learning by helps students make connections among ideas and promote development of insights.

Neurogenesis in the adult brain.
Cells hate calcium (an analogy)
Your take on teaching A&P
Running concept lists to enhance deep learning.

If you cannot see or activate the audio player click here.

(1:00) A new paper revives the old dogma that adult brains cannot produce new neurons—but it's not  without controversy. What should we tell our students? 

• The Discovery of the Neuron
• Neurogenesis in the adult human hippocampus
• Human hippocampal neurogenesis drops sharply in children to undetectable levels in adults
• New Study Questions Confidence in Neurogenesis in the Adult Brain

(5:52) A simple analogy can help students remember a recurring principle about cell behavior involving important ions.

• Cells hate calcium! (article)

(12:52) You've got some insights sparked by topics in this podcast series? Let's hear them, so we can get some power-brainstorming going! 

Toll-free:
1·833·LION·DEN
(1·833·546·6336)
Local:
1·636·486·4185
Email:
[email protected]

(14:24) We all find it difficult to put all the facts and details together in our heads in a way that makes sense—that helps us connect ideas and gain insights. A simple technique of running concepts lists can provide a concrete template for this process. Used over time, running concept lists and also train the brain to make such connections easily.

• Concept Lists | An Easy Method to Enhance Deep Learning (resource page)

If the hyperlinks above are not active, go to TAPPradio.org to find the episode page.

• More details at the episode page.
• Transcript available at the script page.
• Listen to any episode on your Alexa device.
• Join The A&P Professor social network:
  • Blog
  • Twitter @theAPprofessor
  • Facebook theAPprofessor
  • Instagram theAPprofessor
  • YouTube

Amazon referrals help defray podcasting expenses.

Mitochondria run hotter than the rest of the cell—by how much? A new podcast tells the story of medical education cadavers unearthed after a century. Revisiting cumulative testing, we find things to promote long-term learning in our courses and beyond.

The temperature of mitochondria. A podcast recommendation. Revisiting the cumulative approach.

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(0:50) Mitochondria run about 10 °C hotter than the other components of the cell.

• Hot mitochondria? (an article in PLOS Biology)

(2:20) 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)
  • iTunes listing
  • Stitcher listing

(6:26) A comment on Episode 4 by Margaret Thompson Reece sparks continued discussion of the value of (and practical suggestions for) a cumulative approach to teaching and learning.

• 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)

If the hyperlinks above are not active, go to TAPPradio.org to find the episode page.

• More details at the episode page.
• Transcript available at the script page.
• Listen to any episode on your Alexa device.
• Join The A&P Professor social network:
  • Blog
  • Twitter @theAPprofessor
  • Facebook theAPprofessor
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Amazon referrals help defray podcasting expenses.

Mitochondria run hotter than the rest of the cell—by how much? A new podcast tells the story of medical education cadavers unearthed after a century. Revisiting cumulative testing, we find things to promote long-term learning in our courses and beyond.

The temperature of mitochondria.
A podcast recommendation.
Revisiting the cumulative approach.

If you cannot see or activate the audio player click here.

(0:50) Mitochondria run about 10 °C hotter than the other components of the cell. 

• Hot mitochondria? (an article in PLOS Biology)

(2:20) 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)
  • iTunes listing
  • Stitcher listing

(6:26) A comment on Episode 4 by Margaret Thompson Reece sparks continued discussion of the value of (and practical suggestions for) a cumulative approach to teaching and learning. 

• 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)

If the hyperlinks above are not active, go to TAPPradio.org to find the episode page.

• More details at the episode page.
• Transcript available at the script page.
• Listen to any episode on your Alexa device.
• Join The A&P Professor social network:
  • Blog
  • Twitter @theAPprofessor
  • Facebook theAPprofessor
  • Instagram theAPprofessor
  • YouTube

Amazon referrals help defray podcasting expenses.