Taking too long? Close loading screen.
One moment, please. We are testing your patience.
Almost ready!
Breathe in. Breathe out. Repeat.
Here's your opportunity to practice mindfulness.
Let's hope it's worth the wait!

Teaching For Long Term Learning | Episode 7

TAPP Radio Episode 7

Teaching For Long Term Learning

Quick Take

0:50 | Hot mitochondria
2:20 | Secrets of the Campus Cadavers
6:26 | Featured topic: teaching for long term learning

Listen Now!

woman taking open book online test

1 | Hot Mitochondria

1.5 minutes

Mitochondria run about 10 °C hotter than the other components of the cell. This number may be helpful when discussing thermoregulation, metabolism, cell biology, and more.

2 | Podcast: Secrets of the Campus Cadavers

2:20 minutes

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.

3 | Teaching for Long Term Learning

19 minutes

A comment on Episode 4 by Margaret Thompson Reece sparks continued discussion of the value of a cumulative approach to teaching and learning. In this episode, Kevin gives additional examples of practical strategies to apply the cumulative approach in our A&P course and beyond.

Stay Connected

The easiest way to keep up with new episodes is with the free mobile app:

download on the App Store

Available at Amazon

Google Play button

Or you can listen in your favorite podcast or radio app.

Listen on Apple Podcasts

Listen on Google Podcasts

Spotify badge

Listen on Pandora

Click here to be notified by blog post when new episodes become available (make sure The A&P Professor option is checked).

Call in

Record your question or share an idea and I may use it in a future podcast!



Share button Please click the orange share button at the bottom left corner of the screen to share this page!


To read a complete transcript of this episode, click here.

Last updated: January 7, 2021 at 16:30 pm

Please wait...


Margaret Thompson Reece March 6, 2018 - 9:22 am

Excellent talk! I would like to add that both the pre-test before A&P II and cumulative testing during the semester should particularly help students organize the physiology part of A&P. Physiology is a challenge to learn within a structure optimized for the anatomy part of the course. The three major systems that regulate homeostasis, the nervous, cardiovascular and endocrine systems, are usually taught during A&PII. Yet, they are often needed to understand bone and muscle physiology during A&PI. When teaching physiology as a separate course, lectures often begin with the nervous or cardiovascular system. Maybe the cumulative form of testing proposed here would help students better organize their understanding of physiology, a subject that is difficult to master with memorization.

Please wait...
Kevin Patton March 6, 2018 - 1:57 pm

I didn’t think of it that way, but your idea of using a cumulative approach to testing would be a great way to help students build a solid conceptual framework of physiology!

Please wait...

Leave a Comment

I accept the Privacy Policy