Learning concepts such as the physiology of ovulation is not easy, and simply saying, “go look at this web site” is terrible pedagogy – especially if it’s the only thing you’re doing. Fink thinking of world lecture domination? Possession of the golden laser-pointer?Įvery HAPS member is regularly in charge of 20, 40, 100, 200, and sometimes more, students who are trying to learn a complex topic – human anatomy and physiology. Is this the end of our jobs? Should every entry-level anatomy and physiology student listen to Dr. Fink, for advancing my understanding of human anatomy and physiology.īut wait. And I’ve found that the kitchen table, or maybe a comfy-chair, is more suited for learning than the traditional lecture hall. And when they do, I put down the newspaper and coffee, and review the important points once, twice, three times – as many times as it takes for me to figure things out. But there are a few topics that catch my attention. That 2x speed function on YouTube is especially handy 60 minute lectures go by in 30 minutes – sweet! (It’s like getting out of class early.) And after teaching A & P for many years I really don’t need to listen to everything – I know most everything Dr. Fink is an excellent communicator with a dry sense of humor and that much desired ability to put the audience at ease – even when the audience is watching on YouTube.īut I must admit I listen to most of his lectures at 2x speed while eating breakfast and reading the newspaper. The production value may be limited, but Dr. Fink’s YouTube lectures ( ), and they’re all good. Since that first video on the female reproductive system, I’ve watched several of Dr. Fink at double time speed during breakfast while reading the newspaper and enjoying his morning coffee!
Amazing – that one little bit caused me to pay attention and watch more intently. What caught my attention with Professor Fink is that he “popped” his cheek every time he mentioned the term “ovulation” – just like one of my own biology professors did. After trying a few different sites and listening to a few different professors, I found someone I liked – Professor Steven Fink from West Los Angeles College. The search, of course, came up with thousands of web pages and hundreds of YouTube videos.
I first looked at a few familiar textbooks, then a few old notebooks, and finally – well – I just Googled it. It started several months back when I was once again trying to figure out the events that lead up to ovulation the physiology of the LH surge and, more specifically, the conditions required for the switch from negative to positive feedback. I now do what most all students do – go to the Internet.
Historically, I would use books for such endeavors, and I do indeed still use books … a bit – but not nearly as much as I used to. Over the past few years I’ve been writing POGIL curriculum for entry level A & P students, and during that time I’ve had the need to review topics such as inflammation, thermoregulation, blood pressure regulation, and many. al., 2014).īut there is still a place for lecture. Research now clearly shows that students in active learning environments outperform students in the traditional lecture setting (Freeman, et. But with advances in classroom technology, such as the scale-up classrooms ( ), and research on effectiveness of instructional strategies on how people learn science, there is less and less reason to lecture. Historically, lecture has played a central role in all higher education, and especially in the biomedical sciences. Professors of anatomy and physiology have vast stores of knowledge that they spew, via monologues, to well-conditioned students who sit obediently in uncomfortable chairs while feigning attention and sometimes amusement. A message from HAPS Central Regional Director, Murray Jensen.
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