INTERVIEW QUESTIONS
Full Research Study: QUAL Phase (Will be Revised After Pilot and Quantitative Phase of Full Research Study)
1. How do you typically study/learn?
2. Would you say you learn best having visuals, listening, or kinesthetically (doing/movement)?
3. Can you give an example of how you usually learn/study?
4. How do you think this technique of creating mental images through the blindfolding activity and/or the drawing lesson help/didn’t help you? Please explain and give an example.
5. Did you enjoy this activity? Why?
6. What could have been different about this activity?
7. Can you provide an example of how this method could be used while studying A&P? 8. Could you use it in other courses and how? Give me an example
9. What are your current study habits? (How much time, when do you study, where do you usually study?)
APPENDIX J LESSON PLANS Lesson Plans: Incorporating works of Vesalius into Osteology
Student Learning Goal: To identify the long bones and their anatomical structures with increased retention after a 3 month period.
Objectives:
The Learner will:
1. Draw/sketch long bones and anatomical structures.
2. Create mental images of long bones and anatomical structures. 3. Draw and create mental images of long bone anatomy.
Lesson 1:
Medical drawing can be extremely helpful in aiding students with understanding of anatomical structures. Vesalius (The Father of Modern Anatomy) and Leonardo Da Vinci created superb anatomically accurate drawings during the Renaissance. This lesson will assist students in sketching the structures they see (instead of using rote memory which is the typical technique used within this lab). For this activity, students were asked to examine the bone for 60 seconds with their lab partner. Next, as a group of two, they were asked to draw the bone by identifying and using shapes to represent the anatomical structures. They examined a radius, ulna, humerus, femur, tibia, and fibula. The bones and drawings were then compared to each other and similar and different shapes that were used were discussed in an open discussion. The investigator drew the shapes they saw on the board (Figure K1.1) and then labeled each (Figure K1.2). A sample drawing of the femur was provided to the IRB committees and also displayed in the lesson plans
Figure K1.2: Students within the full research study identified structures by correlating shapes and the bones with said structure were drawn on the board and labeled.
Lesson 2: Mental Images of Long Bone Anatomy
Students will review each bone and structure (condyle, meniscus, tubercle, tuberosity, trochanter, etc) individually. With a blindfold and partner’s help, take one bone at a time and using only your sense of touch create a mental map of the bone. Your partner will now help you identify structures on that bone. Feel for any unique characteristics. Remove the blindfold and again examine each bone. Finally, place the blindfold over your eyes and identify each bone and at least one anatomical structure by touch (Figure K2.1, K2.2, and K2.3).
Figure K2.1: Students of the full research study comparing structures of a humerus and femur while blindfolded.
Figure K2.2: Partners in the blindfold group work together to examine the femur. The blindfolded student uses her sense of touch to understand how the femoral epicondyles and condyles differ from the other structures of this bone. This aids the student in creating a mental map of the bone that she then can examine visually when the blindfold is removed.
Figure K2.3: Two female students within the blindfold/drawing group work together to examine the femur. Students examined the bones visually and identified shapes for each structure. They then blindfolded their partner and identified each structure and shape through touch.
Lesson 3: Drawing and Creating Mental Images of Long Bone Anatomy
Have students sketch the bones and identify structures as presented in Lesson 1. Afterwards, they will work in groups of two and repeat Lesson 2.
VITA
Jennifer F. Tynes graduated high school with honors at the age of 16, during her junior year. She later earned a degree in Biological Sciences with a minor in Chemistry at the age of 20 from Southeastern Louisiana University. At the age of 23 she earned a Master’s degree in
Biology and six months later was blessed with the birth of her first child, a daughter- Chloe. Over the next five years, she and her spouse, David, welcomed two sons David Jr. and William “Liam” and also became foster parents. In August 2011 she became a doctoral student under Dr. Jim Wandersee at Louisiana State University. She earned an Education Specialist certification in 2013 and a Ph.D. in Curriculum and Instruction and a minor in Human Resource Education in March 2014. She has taught post-secondary biology and human anatomy and physiology since 2003, serves as the assistant director of Region VIII Science Fair, is on the review board for Quality Matters, is an event coordinator for the State Science Olympiad, and provides guest lectures within the university and at local public schools. Through these efforts, Jennifer hopes to provide positive changes for the community. She plans to continue to teach at the college level within a science or science education department.