Anatomy & Physiology Exemplars for Ohio Transfer 36 Natural

Anatomy & Physiology Exemplars for Ohio Transfer 36 Natural Science Learning Outcomes

Updated 8/13/24

Anatomy and

Physiology Learning

Outcome Criteria

How Learning Outcomes May Be Achieved in an

Anatomy and Physiology Course

Response Exemplar 1

Response Exemplar 2

1. Understand the basic

facts, principles, theories

and methods of modern

science.

● Understanding Basic Facts: Students would learn the

fundamental facts about human anatomy and

physiology, such as the structure and function of cells,

tissues, organs, and systems (e.g., the circulatory,

respiratory, digestive, nervous, musculoskeletal, and

immune systems). For example, understanding how

the heart pumps blood through the body or how the

lungs facilitate gas exchange.

● Grasping Principles and Theories: For example, this

would involve teaching the principles of homeostasis

and the theory behind muscle contraction, including

the sliding filament theory. It would also cover the

conceptual frameworks that explain how various

physiological systems interact to maintain the body's

internal environment and respond to external stimuli.

● Understanding Methods of Modern Science (of the

discipline): This part would expose students to the

scientific methods used in anatomy and physiology,

including experimental design, data collection, and

analysis. Examples include dissecting a heart to

understand its chambers and conducting experiments

to measure the effects of exercise on heart rate and

blood pressure. It could also involve using simulations

or virtual labs to explore complex systems and

processes, demonstrating how scientific inquiry can

lead to a deeper understanding of human biology.

This course includes learning basic facts (e.g. parts of the body),

principles (e.g. homeostasis mechanisms) and theories (e.g.

describing how parts work), and methods (learned in the

laboratory and discussed in lecture) used to evaluate and

diagnose the human body.

Formative assessment of this objective occurs in laboratory and

lecture assignments where students are given timely feedback to

correct any misconceptions before the summative assessment.

Summative assessments include quizzes (at the end of each

chapter) and exams and lab practicals at the end of each unit.

Quizzes are composed of a variety of question types including

matching, fill in the blank, and short answer questions. Lab

practical exams are composed of short answers and fill in the

blank questions.

Topics covered in lecture and lab can be viewed in the attached

syllabus and lab memo documents.

A) This learning outcome aligns with the following course

objectives: 3. When introduced to each body system, relate

basic chemical and cellular principles to the fundamental

functioning of that system. 6. Identify mechanisms used to

regulate the body and identify homeostatic dysfunction. 8.

Apply the scientific method to the investigation and

evaluation of human anatomy and physiology.

B) This course covers the basics of biology through the lens

of human anatomy and physiology. Students enrolled in this

course generally have little to no previous science

background. The course includes discussion of general

science topics such as basic chemistry, cell biology, the

organization of the human body, and terminology associated

with anatomy and physiology. Students are introduced to

the scientific method in chapter 1, complete a related

assignment, and continue to utilize these principles

throughout the semester. The course covers the hierarchy

of biological organization building from atoms to cells and

ends with body systems. Theories related to this

organization are covered including, but not limited to,

atomic, cell and sliding filament theory.

One of the major recurring themes in this course is

homeostasis. Students learn about negative feedback loops

as the principal method of regulating the body, and how the

body reacts to imbalances in order to return to homeostasis.

Students are assessed with questions on unit exams and the

Scientific Method assignment (see attached). Students

conduct 3-5 inquiry-based activities throughout the

semester to reinforce the principles and methods of modern

science.

2. Explain how scientific

principles are

formulated, evaluated,

and either modified or

validated.

● Formulating Hypotheses: Students might begin with

observations about the human body, such as how

muscle tissue regenerates after injury. They would

learn to formulate hypotheses based on these

observations, proposing mechanisms by which muscle

regeneration occurs.

● Evaluating Scientific Principles: Students could

examine existing research and experimental data on

muscle regeneration, learning how these principles

were originally formulated based on evidence. They'd

assess the methods used in these studies, the

reliability of the data, and how conclusions were

drawn (This also accomplishes LOs 3 and 4).

● Case Studies: Analyzing case studies of significant

discoveries or shifts in understanding within anatomy

and physiology, such as the discovery of the circulation

system by William Harvey, can illustrate how scientific

principles are formulated and modified over time.

● Research Projects: Students could be assigned to track

the development of a particular scientific principle in

anatomy and physiology, from its inception to its

current state, highlighting key experiments, debates,

and shifts in understanding.

● Experimentation: Laboratory time provides

opportunities for engaging in hands-on laboratory

work where students test hypotheses related to

anatomical or physiological phenomena, analyze their

results, and compare them to established scientific

knowledge, experiencing firsthand how scientific

understanding can evolve.

In lecture, how different discoveries were made is discussed. For

example, many clinical application sections of lectures talk about

human diseases and disorders and how we learned 1) what they

are and 2) how evidence has influenced treatments or diagnosis.

For example, a splenectomy used to be the go-to procedure for a

ruptured spleen or damage but evidence, provided in class,

shows that while humans do not need a spleen to survive, there

are many complications that arise when we do not have one. As a

result of these observations new procedures were developed to

keep the spleen or only remove part of the spleen to cut down on

these complications.

This outcome is best met in the lab, we discuss the scientific

process which covers the aspects of formulating, evaluating and

modifying or validating hypotheses. Scientific principles are

tested (such as sympathetic stimuli like exercise increases heart

rate) where we can validate that scientific principle with hands-

on experience. Several labs (see lab memo file name) have lab

reports that walk through the aspects of formulating, evaluating,

and modifying or validating the hypothesis or principle tested.

Summative assessment occurs during lab practical exams where

1-2 more in depth questions focus exclusively on evaluating data.

Formative assessment includes a review activity on the scientific

method and several experiments where we test hypotheses

which are based on known scientific principles. A complete list of

experiments can be found in the lab memo file name. Two

example labs are provided where students formulate their own

hypothesis based on provided scientific facts/observations.

We utilize case studies and scientific papers to meet this

learning objective. Case studies allow students to work

through the scientific method without gathering their own

data. For example, in a case study on muscle fatigue and the

effects of exercise, students have to hypothesize why

muscles hurt after exercise and why their field is out of

shape. Then throughout the case study, they learn more

about muscle physiology and lactic acid fermentation, while

analyzing data to support (or reject) their hypothesis.

Seminal scientific papers are also utilized to see how

scientists formed and evaluated hypotheses that are now

considered scientific fact. For example, a review article

discusses the discovery of pancreatic islets, the isolation of

insulin, and its use to treat diabetes. Another example is the

using annotated primary papers/figures connected to the

discovery of the sliding filament theory. Since primary

articles can be difficult to understand with only an

introductory background on the material, annotated papers

allow the instructor to provide additional information to

help students understand the papers or figures while

highlighting the seminal works and demonstration of the

scientific method.

3. Use current models

and theories to describe,

explain, or predict

natural phenomena.

● The unifying concept of the complementarity of

structure and function.

● Concepts of how homeostasis is integrated into

essential life processes, and how alterations in

homeostasis can be used to predict the changes that

occur.

● Students might explore the concept of homeostasis as

a model for understanding how the body maintains

stable internal conditions despite external changes.

This could involve predicting the body's responses to

extreme temperatures, exercise, or dehydration, and

explaining these responses in terms of feedback

mechanisms.

● Using models of gas exchange and transport, students

could describe and predict how oxygen and carbon

dioxide are exchanged in the lungs and tissues, and

how this process might be affected by conditions like

high altitude or respiratory diseases.

● Applying models of neuron function and synaptic

transmission, students could explain how nerve

impulses are generated and transmitted and predict

the effects of neurotoxins or neurological diseases on

these processes.

● By applying the principles of blood flow and pressure,

students can describe how the heart and blood vessels

work to circulate blood, and predict the impacts of

factors like exercise, blood volume changes, or

arteriosclerosis on blood pressure and heart function.

In our anatomy and physiology course, students engage with

cutting-edge models and theories to gain a comprehensive

understanding of the human body's structure and function.

Through a combination of hands-on activities, critical thinking

exercises, and application of theoretical knowledge, students

develop the ability to describe, explain, and predict various

physiological processes. For example:

Hands-on Learning: Through dissections, microscopic examination

of tissues, and simulations of bodily functions, students can

observe firsthand the phenomena described in lectures. This

approach reinforces the theoretical models taught and helps

students in forming a concrete understanding of complex

physiological processes.

Problem-Based Learning: We use problem-based learning

scenarios to further enhance understanding. By analyzing clinical

cases, students apply their theoretical knowledge to diagnose and

manage diseases, thereby predicting patient outcomes based on

their understanding of physiology.

Model-Based Reasoning: Students learn to use current

physiological models to explain complex bodily functions. For

example, when studying the cardiovascular system, students

utilize the Frank-Starling mechanism to explain how the heart

adjusts its output based on venous return. They apply this model

to predict how changes in blood volume or vessel compliance

might affect cardiac output in various scenarios, such as during

exercise or in cases of heart failure.

Experimental Design and Data Analysis: Students design and

conduct simple experiments to test physiological theories. For

instance, they might measure grip strength before and after

various types of exercise to test theories about muscle fatigue

and recovery. They then analyze their data using statistical

methods, reinforcing their understanding of how scientific

theories are developed and refined based on empirical evidence.

We use problem-based learning scenarios to further enhance

understanding. By analyzing clinical cases, students apply their

theoretical knowledge to diagnose and manage diseases, thereby

predicting patient outcomes based on their understanding of

physiology.

Examples of case studies are attached (file names) and lab

descriptions can be found in the lab memo.

We explore complex models of how the body functions. An

example activity includes how to distinguish bony

landmarks. Students will then apply the knowledge in a lab

setting by trying to locate specific landmarks on bones. For

example, students are tasked with distinguishing between a

notch and fossa. During a laboratory activity that requires

students to identify the sciatic notch and iliac fossa

landmarks, students can use the knowledge to find the

landmarks using their prior knowledge from the lecture

activity.

The main biological processes emphasized in A&P courses

focus on homeostasis, organization, growth, metabolism,

responsiveness, movement, and reproduction. Many of

these concepts can be explored through simulations,

laboratory experiments, or dissection.

Students can directly explore biological processes in

laboratory activities. Dissection is an excellent means to

examine the organization of the body. For example, students

can visualize symmetry and asymmetry in the ventricles of

the heart as it relates to its function (pumping into the

systemic vs pulmonary circuit). Movement can be explored

through the actions of muscles in joints (compare ROM,

force of muscle).

4. Apply scientific

methods of inquiry

appropriate to the

discipline to gather data

and draw evidence‐

based conclusions.

● Focuses on teaching students to utilize the scientific

method—a foundational process in scientific inquiry—

to collect data and derive conclusions that are firmly

supported by evidence.

● Emphasize the importance of applying discipline-

specific methodologies to investigate questions,

hypothesize, conduct experiments, and analyze

results.

● Encourage students to approach scientific problems

systematically, ensuring that their conclusions are

based on empirical evidence and appropriate forms of

analysis. This skill is important for developing a robust

understanding of how knowledge is generated in the

sciences and providing the ability to critically evaluate

scientific information in both academic and real-world

contexts.

● Doesn’t necessarily require doing an experiment but

should include the opportunity to look at data and

draw conclusions consistent with the logic of the

scientific process.

An example of how to apply this learning outcome, would be

through class-led discussions. The following example would begin

by prompting the students with an observation and then the

discussion could lead the students through the process. In

addition, data could be provided and students could use this in

their conclusions.

First, provide students with the following observation: Scientists

observe a phenomenon or a pattern in the human body. For

instance, they may notice that individuals who engage in regular

exercise tend to have lower resting heart rates compared to

those who lead sedentary lifestyles.

Then ask the students to develop a question to be investigated:

Based on their observation, scientists formulate a question to

investigate further. In this case, the question might be: Does

regular exercise affect resting heart rate, and if so, how? Explain

to students that now a hypothesis would need to be formulated,

this is a good place to have the students come up with examples

like the following. Scientists propose a hypothesis, which is a

tentative explanation for the observed phenomenon. For

example, they might hypothesize that regular exercise leads to

improvements in cardiovascular health, resulting in a lower

resting heart rate. Have students make a prediction: Scientists

make predictions based on their hypothesis. In this case, they

might predict that individuals who engage in regular exercise will

have lower resting heart rates compared to sedentary individuals

of similar age and health status. Then have them explain what

kind(s) of experimentation would be appropriate, for example

scientists design and conduct experiments to test their

hypothesis. They would recruit a sample of individuals, measure

their resting heart rates, assess their level of physical activity, and

then compare the resting heart rates of active and sedentary

individuals. Provide students with data and analysis based on the

experiments they decide (if time, have students analyze with

appropriate methods). Scientists collect data from their

experiments and analyze it to determine if there is a significant

difference in resting heart rates between the two groups. Based

on their analysis, scientists draw conclusions regarding whether

or not their hypothesis was supported by the evidence. If the

data shows a statistically significant difference in resting heart

rates between active and sedentary individuals, they may

conclude that regular exercise does indeed lead to lower resting

heart rates.

Example, we provide students with the following

observation: Observing that some athletes who consume a

specific dietary supplement claim to experience accelerated

muscle growth compared to those who do not take the

supplement. Now guide the students in discussion to

develop a question: Does the dietary supplement indeed

promote muscle growth in athletes, and if so, what are the

underlying mechanisms? Hypothesis: Formulating a

hypothesis that the active ingredients in the dietary

supplement enhance protein synthesis or reduce muscle

breakdown, leading to increased muscle growth in athletes.

Have students make a prediction: Predicting that athletes

who consume the dietary supplement will exhibit greater

gains in muscle mass compared to those who do not take

the supplement, as measured by muscle biopsies or body

composition analysis. Experimentation: Designing a

controlled experiment where athletes are randomly

assigned to either a treatment group receiving the dietary

supplement or a control group receiving a placebo. The

athletes undergo a structured resistance training program

while adhering to their assigned dietary regimen. Data

Collection and Analysis: Collecting data on various

parameters including muscle mass, strength, and

biochemical markers of muscle metabolism before and after

the intervention period. Analyzing the data to assess

differences between the treatment and control groups.

Conclusion: Drawing conclusions based on the analysis of

data. If the results show a significant increase in muscle

mass or other relevant outcomes in the treatment group

compared to the control group, it can be concluded that the

dietary supplement may indeed promote muscle growth in

athletes.

In both of these examples students can be led through in

class discussions, online discussion forums, or designing a

homework prompt that will allow students to develop the

ideas. Data can be provided for the students to make

analyses, but if time allows, have students make statistical

predictions on the provided data.

5. Demonstrate an

understanding that

scientific data must be

reproducible but that it

shows intrinsic variation

and can have

limitations.

● Use Real World Examples: Present case studies that

showcase historical and contemporary examples of

scientific discoveries in anatomy and physiology,

emphasizing the process of data collection, analysis,

and replication. For instance, discuss the discovery of

the blood circulation system by William Harvey and

how his findings were initially met with skepticism due

to the limitations of the techniques available at that

time.

● Simulated Data Sets: Provide students with simulated

data sets that mimic real experimental results from

anatomy and physiology experiments. Ask students to

analyze these data sets to identify patterns, variability,

and potential limitations. This could include data on

heart rate variability, muscle contraction, or

hormones.

● Guest Lectures or Interviews: Use two or three class

periods per semester to Invite researchers or clinicians

to talk about their work, focusing on the

reproducibility of their findings, the variability they

encounter in their research or practice, and how they

address these challenges. This real-world insight can

help students appreciate the complexities of scientific

research in anatomy and physiology. This could serve

to address several of the NS general education

learning outcomes.

● Incorporation of material into lectures: 1) Discuss the

variability in normal ranges for physiological measures

(e.g., blood pressure, heart rate) among different

populations, highlighting how these ranges are

established through reproducible research but also

contain intrinsic variation. 2) Examine a study on the

efficacy of a particular treatment for reducing

inflammation, discussing the sample size, the

reproducibility of the results across different

populations, and any limitations noted by the

researchers.

● Historical experiment review: Examine a historical

experiment in anatomy or physiology, such as William

Harvey's work on blood circulation. Present the

original data and methods, then show how subsequent

scientists attempted to reproduce the results.

Highlight how reproducibility strengthened the

conclusions, but also discuss the variations in results

due to differences in experimental setup, subject

Natural variation and reproducibility are vital for students’

understanding of science and are addressed in lecture and lab.

Very early on in lecture, we discuss the body’s natural variation

through homeostasis. Students learn about the set point, the

natural acceptable range for a condition (body temperature,

blood pH, etc). It is emphasized that many different values are

considered normal and the body only responds via negative

feedback if the value is outside of that range. Continuing on to

the different body systems, ranges of lab values are discussed.

Instructors discuss normal ranges and variations so students can

identify abnormal lab values. Students then apply this in class to

“patient” lab results to try to diagnose the individual.

Another example presents students with lab results that are not

reproducible, and the students have to troubleshoot the issue in

the lab. With this practice in understanding natural variations and

reproducibility, students can apply the information they learn in

class to real life situations. While this approach looks at variability

and reproducibility in the quantitative approach, qualitative

approaches are also used. During lectures, students are presented

with multiple histological samples and images when possible so

they can see natural variation between individuals, but also

between staining and sectioning techniques.

In lab, whenever possible, we compare samples to show

variation. We have two cadavers and during cadaver days, we

view two examples of the normal anatomy to see natural

variation. On dissection days, students look at other group’s

dissections to see natural varying in structures. We encourage

students to look at multiple sides, and have a slide library

available to them virtually.

During experiments, we take time out of the lab to communicate

our findings. This is important not only because communicating

findings is an important part of science, but because it shows

natural variation and reproducibility. Some examples are the pH

antacid experiment, the potato osmosis experiment, the two

point discrimination test, and the electromyography experiment.

Students write their data on the white board, and we discuss the

similarities and differences noting similarities in trends and any

outlier we may see. Then we attempt to explain the trends and

outliers. In experiments where we measure blood pressure or

heart rate, main results are shared on the whiteboard to illustrate

how individuals vary in these measurements, but tend to show

similar trends when comparing values between conditions. In the

Exploring normal anatomy, along with structural variation

among individuals provides a solid reference for the

variability of the human condition. Understanding that there

are “normal” ranges in which various systems can function

and maintain health is especially important for students

planning to enter health care fields. By combining classroom

data for discussion, students will directly explore variability

and apply that understanding to the “normal” human

condition. Students will also use basic principles of

Mendelian genetics to predict characteristics of offspring,

and will be presented with examples that follow different

inheritance patterns. This will be addressed by course

outcomes: • CO2: Describe normal structure and function of

the endocrine, reproductive, cardiovascular,

lymphatic/immune, respiratory, urinary, and digestive

systems of the human body. • CO4: Integrate information

about individual systems to explain total body structure and

function

Sample assessment questions include:

In any manipulation experiment, it is important to keep all

conditions constant

to help eliminate the effects of confounding variables. In a

drug trial experiment, one potential confounding variable

could be age, so the scientist chose participants who were in

the same age range. What are two other potential

confounding variables that could impact the outcome of this

experiment?

selection, or measurement techniques. Use this to

illustrate both the importance of reproducibility and

the inherent variability in biological systems.

● Interactive data interpretation exercise: Provide

students with a set of fictional (but realistic)

experimental data related to a physiological process,

such as measuring lung capacity across different age

groups. Have students analyze the data in small

groups, looking for patterns and variations. Then,

present a second set of data from a "replicated study."

Guide a class discussion on: How the overall trends are

similar (demonstrating reproducibility). Where and

why individual data points might differ (illustrating

intrinsic variation). What factors might limit the

generalizability of the findings (exploring limitations).

This exercise would give students hands-on experience

in interpreting scientific data and understanding the

concepts of reproducibility, variation, and limitations,

even within a lecture setting.

Breathing and pH lab, students make a graph comparing their

data to class averages so they can really see natural variation and

reproducibility between groups (see Bio1250Lab19BreathingpH).

Questions in the Lab Report Worksheet address these questions

of why natural variation occurs and is expected across several

experiments. During other experiments, we have to use the

concept of natural variation in our conclusions. When assessing

the age of an individual based on their bone or their height or sex,

natural variation needs to be taken into consideration and a

definite answer may not be possible.

Assessment of this objective occurs informally in discussion in the

lab. However formative assessment occurs in experiments like the

Breathing and pH Lab and BioPac Lung Volume lab specifically

address why we may see natural variation between subjects but

do expect reproducible trends (ASSIGNMENT). Most of the

summative assessment includes recognizing when a result is

abnormal and using that to draw a conclusion on the health of a

“subject.” For example, a lab practical question shows a control

and subject sample urine test strip (EXAMPLE PRACTICAL Qs).

Students must determine which values are abnormal and

determine a potential cause of these abnormalities on the lab

practical.

6. Apply foundational

knowledge and

discipline‐specific

concepts to address

issues or solve

problems.

● Encourage students to focus on using their

foundational knowledge in natural sciences, along with

specific concepts from their chosen disciplines, to

tackle real-world issues or solve problems.

● Utilize practical application of scientific understanding

and methodologies to devise solutions or address

challenges.

● Reinforce their grasp of scientific concepts but also

enhance their problem-solving skills, preparing them

for diverse challenges beyond the classroom.

Applying the knowledge one gains in a class not only shows

mastery of the content, but practices higher level problem solving

skills that are needed to succeed in many high demand careers

our students have.

Most foundational knowledge is gained through watching

lectures, completing notes, and participating in lab activities.

Lecture and lab activities allow students to apply this knowledge.

(to gain lecture time for these activities, consider flipping the

classroom. Students do most of the gaining of knowledge outside

of the classroom by watching pre-recorded lectures and

completing required notes.) In the lecture portion of the class,

students will solve problems and apply the material to by

diagnosing a patient, completing case studies, or completing

practice or review questions that involve higher level thinking.

(to accommodate larger lecture sizes embedded tutors or

undergraduate TAs can be used to ensure each group of students

working on a problem get the support they need). For example,

the first lecture practices logic problems where we have to apply

the information given to them to figure out a problem. The next

lecture focuses on growth mindset and then does the Inside vs

Outside guided inquiry activity. Throughout the semester case

studies, patient diagnostics with histology and lab results and

high-level thinking practice exam questions will be utilized so

students can apply the knowledge they have learned to help

solidify thinking and understanding of the material. Lab will be

focused on guided inquiry, experimental labs that also allow

application of materials to allow students to investigate the

relationships between different processes studied in lab. This

work will be assessed through in-lecture assignments and lab

assignments. Summative assessment will occur through lab

practical exams asking students to analyze data or solve a short

problem. Additionally, the exam will contain multiple choice

questions that require students to apply the different levels of

bloom's taxonomy (Exam Question Example).

This example shows ways this learning objectives can be

addressed during lecture AND lab. If the course is combined, it is

not necessary to have this in both lecture and lab.

Our course meets the learning outcome by integrating

foundational knowledge with practical problem-solving.

Students build a strong understanding of human body

systems through lectures and lab work. This knowledge is

then applied to real-world scenarios in our "Body Systems in

Action" project.

For example, when studying the respiratory system,

students analyze case studies of patients with various lung

conditions. They interpret medical data, propose diagnostic

steps, and suggest treatment plans based on their

understanding of pulmonary physiology. This approach

encourages critical thinking and application of scientific

concepts to clinical situations.

Our "Health in the News" segment further reinforces this

integration. Students regularly present current health issues,

explaining the underlying anatomical and physiological

principles. This not only keeps the course relevant but also

demonstrates how scientific knowledge informs public

health decisions.

Through these activities, students learn to apply their

foundational knowledge in natural sciences to address real-

world health issues, preparing them for diverse challenges in

healthcare and related fields. Assessment includes both

traditional exams and project-based evaluations, ensuring a

comprehensive measure of students' ability to apply their

learning to practical problems.

7. Explain how scientific

principles are used in

understanding the

modern world, and

understand the impact

of science on the

contemporary world.

● Case Studies of Medical Breakthroughs: Incorporate

case studies that highlight how advancements in

anatomy and physiology have led to significant

medical breakthroughs. For example, discuss how

understanding the immune system has enabled the

development of vaccines, or how knowledge of the

cardiovascular system has improved heart disease

treatments.

● Bioethics Discussions: Integrate bioethics discussions

into the curriculum, exploring topics such as organ

transplantation, genetic engineering, or stem cell

research. This approach helps students understand the

ethical implications of applying anatomical and

physiological knowledge in medical practice and

research.

● Environmental Physiology Projects: Assign projects

that explore how environmental factors affect human

physiology. For example, students could investigate

the physiological effects of climate change, air

pollution, or space travel. This approach connects A&P

to current global challenges and environmental issues.

● Career-Focused Assignments: Design assignments that

require students to research how A&P principles are

applied in various health-related careers. This could

include creating presentations or reports on how

different medical specialties, such as sports medicine,

pediatrics, or geriatrics, utilize A&P knowledge in their

daily practice.

● Technology in Healthcare Demonstrations: Incorporate

demonstrations or hands-on activities showcasing how

technology integrates with A&P knowledge in modern

healthcare. This could include using anatomical 3D

modeling software, demonstrating medical imaging

techniques, or exploring wearable health monitoring

devices.

We cannot undervalue an understanding of how the human body

functions and reacts to stress and infection. Being able to

understand and communicate principles of human body function

effectively should be a basic requirement for functioning in

today’s society. Throughout the course, students are introduced

to the progression of modern medicine and how treatment of

pathologies has been discovered and is currently being employed.

The pandemic provides a relevant, impactful model to consider

and discuss. The progression of the disease as well as the

development of various treatments including a mRNA vaccine are

examined in class.

The various activities that students perform in class are designed

to help students understand basic scientific principles and how

those principles are applicable to human anatomy and

physiology. Each activity includes at least one question that is

applicable to normal body function and/or the world of

healthcare

Students are assessed through their understanding and

completion of the activities which are listed in the syllabus with a

specific examples provided as attachments (see file x)

Exemplar from a course in which laboratory and lecture are

integrated:

Especially given current conditions, we cannot undervalue

an understanding of how the human body functions and

reacts to stress and infection. Being able to understand and

communicate principles of human body function effectively

should be a basic requirement for functioning in today’s

society. This will be addressed by course outcomes: • CO1:

Demonstrate proper use of physiological and anatomical

terms needed to pursue a paramedical profession. • CO2:

Describe normal structure and function of the endocrine,

reproductive, cardiovascular, lymphatic/immune,

respiratory, urinary, and digestive systems of the human

body. • CO3: Predict the effect of disrupting internal and

external factors on homeostasis and the normal functioning

of the body. • CO4: Integrate information about individual

systems to explain total body structure and function

The laboratory objectives for the outcome are multifaceted.

Students will predict and observe how temperature, blood

flow, and oxygenation affect the integumentary system by

examining changes in skin appearance and oxygenation

under hot and cold stimuli. Accurate data recording and

discussion of the reasons behind skin appearance changes

during experimentation are essential. The lab also includes

determining cranial nerve function through medical nerve

testing procedures, with students comparing results among

their group and discussing any differences and their possible

causes. Finally, students will perform an electromyograph

(EMG) experiment using Lt software from AD Instruments.

This involves predicting how muscle activity changes will

alter the EMG tracing, observing EMG patterns with muscles

at rest and in various states of contraction, and examining

changes in the EMG when observing different members of

an antagonistic pair simultaneously.

What disqualifies an Anatomy and Physiology course to be deemed Ohio Transfer 36: Natural Sciences

The Ohio Transfer 36 guidelines for all disciplinary areas include a description of excluded courses which include the following: Remedial or developmental courses, special topics courses, narrowly focused courses,

technical or pre-technical courses and skills-based courses. Courses that focus exclusively on content coverage without addressing the learning outcomes for the Ohio Transfer 36. Many

Anatomy and Physiology courses

have been rejected for being “narrowly focused,” “skills-based” and not addressing outcomes of the Ohio Transfer 36. General education courses ideally are designed to broaden students' knowledge base, and teach and

encourage critical thinking. Anatomy and Physiology 's specialized focus often does not align with these broader educational goals, which seek to generate a well-rounded understanding of the natural world and its

complexities. One of the aims of general education is to illustrate the interconnectedness of various disciplines. A more general science course could better demonstrate how different fields of science interact and

contribute to solving complex, real-world problems. Many

Anatomy and Physiology labs as traditionally constructed included involve observation, description, and identifying with very little exploration of the scientific

process. In many traditional

Anatomy and Physiology labs there are few opportunities for students to collect and analyze data and draw conclusions.

8. Gather, comprehend,

apply and communicate

credible information on

scientific topics,

evaluate evidence‐based

scientific arguments in a

logical fashion, and

distinguish between

scientific and non‐

scientific evidence and

explanations.

● Literature reviews: Students conduct literature

reviews on relevant topics, such as the physiological

effects of exercise on the cardiovascular system,

summarizing peer-reviewed articles and presenting

their findings.

● Case study credibility: Case study analysis can involve

researching medical conditions like diabetes or

hypertension, identifying credible sources, and

presenting evidence-based explanations and

treatment options.

● Debate format: Organizing class debates on

controversial topics, such as the use of stem cells in

medical treatments, encourages students to research

both sides of the argument using credible sources and

present their cases logically.

● Examining primary literature: Critical analysis of media

reports on scientific discoveries or health topics helps

students evaluate the credibility of information

compared to primary scientific literature.

● Collaborative projects: Group research projects on

topics like the impact of diet on metabolic health allow

collaborative gathering and presentation of scientific

information.

A) This learning outcome aligns with the following course

objectives: 1) Utilize basic physiological principles associated

with the appropriate body system to analyze introductory clinical

scenarios. 2) Describe how scientific principles relate to basic

physiological mechanisms and predict the effects of variables on

those mechanisms. 3) Apply the scientific method to the

investigation and evaluation of human anatomy and physiology.

B) Students are introduced to the importance of identifying and

utilizing scientific and nonscientific evidence as they learn about

the scientific method and complete a related assignment. For

example, students relate explanations for how people “catch a

cold”; many people believe that the infection is due to cold

weather temperature or a person being exposed to cold weather.

Students explore this topic by examining evidence found by

examining scientific literature. As part of this exploration, the

students determine the differences between nonscientific and

scientific sources, as well as which sources are credible and which

are not. Many faculty also use the COVID-19 pandemic as an

opportunity for in-class discussions about scientific versus

nonscientific sources of information.

Each of the activities conducted in the course gives students the

opportunity to gather, comprehend, and evaluate scientific

information. Students are required to communicate this

information in written form.

A solid understanding of normal body functions is critical to

recognizing the abundance of misinformation permeating

society. Students will have the opportunity to evaluate

sources and quality of information through use of case

studies and formulation of their own research projects. The

research project allows students to come up with their own

research question. They must do research to determine the

best methods, and analysis. Background information will be

needed for a formal lab report.

This will be addressed by course outcomes: 2) Describe

normal structure and function of the endocrine,

reproductive, cardiovascular, lymphatic/immune,

respiratory, urinary, and digestive systems of the human

body; CO3) Predict the effect of disrupting internal and

external factors on homeostasis and the normal functioning

of the body; 4) Integrate information about individual

systems to explain total body structure and function; 5)

Interpret data collected during physiological

experimentation and other lab activities

(Supporting documentation: example case study; project

description)