Study Skills

This course has a prerequisite to ensure that you have the appropriate foundation to be able to learn anatomy successfully. If you have demonstrated marginal performance in these prerequisite courses, you may wish to rethink your readiness for anatomy. Anatomy is an intense course of study and without the appropriate preparation and effort on your part, you may not be able to perform to the degree you would like. Among the skills required for success are:

Attitude

Huh? Maybe it isn't really a skill but without it, you will find success beyond your reach. You must begin with by being honest with yourself. Providing answers to the following questions can help you decide if you are ready to meet the challenge of anatomy.

What is your goal? Do you know your strengths and weaknesses? Knowing your strengths and weaknesses, you must decide whether you already have the necessary skills and background or will be able to get them in a timely fashion in order to achieve your goal. Are you being realistic about the time commitment necessary to do well in anatomy? It is virtually impossible for most students to work lots of hours, take several classes, have a meaningful family life and "do anatomy" without establishing priorities and being realistic and honest. Begin and end with that critical self assessment and go from there. Having decided to succeed in anatomy remind yourself frequently that "I can do it. I will do it, even if it means I will have to sacrifice other things temporarily "

Language

Learning anatomy is like learning a new language. Actually, it's more like learning two new languages. The reality of anatomy is this: during this course you will need to learn some 15,000 -20,000 new words and concepts, many of which have their origins in Greek or Latin! These are probably not languages you may have heard or studied before and that unfamiliarity makes it even more challenging for some students.

Additionally, some terms have changed over time and synonyms and eponyms are commonly used interchangeably. An eponym is generally an older term associated with a person's name who may or may not have had anything significant to do with the actual origin of the term. A list of common eponyms is supplied at the end of your text and eponyms are included in each unit vocabulary list. You should be familiar with both terms when available since may eponyms are in common use and are often shorter than the more descriptive, modern term. Eponyms can be recognized by the capitalization of the individual's name in the term.

It is absolutely essential that you be able to speak the language of anatomy if you are to be able to communicate effectively with other anatomically literate persons. In every profession you are often judged by your ability to communicate with other professionals. Building a functional anatomical vocabulary, understanding the complexities of their meaning, accurately pronouncing difficult words and being able to spell and write these words are all skills that you must develop if you are to become a master student and competent professional.

Here are some strategies that may help you in developing your language skills:

Begin by memorizing the common prefixes, suffixes and plurals used in anatomy. These are provided for you in Appendix B.

Keep a running vocabulary list as you read your text or listen to a lecture.

When you encounter a new word, analyze its meaning. Go to a dictionary of word roots and combining forms to get the literal Greek or Latin meaning of the word and see if you can visualize why that word was chosen.

Be sure that you are able to define any new words or concepts before moving on to new concepts. In mastering that definition may wish to include words and pictures if it helps you understand the meaning.

Write and say out loud a new word several times, making sure that you spell and pronounce it correctly each time.

Some students find it useful to make flash cards that can be reviewed at any time. Just keep in mind that it may mean making hundreds (if not thousands) of flash cards.

Create a memory device such as a mnemonic (see Appendix C) to help you recall difficult words, lists concepts, etc.

Listening

Listening is a critical, skill not only in anatomy but in almost any endeavor, particularly if your future includes living or working with other people. Good listening skills require that you:

Concentrate on what is being said (rather than formulating a response before the person has finished speaking.)

Mentally summarize what has been said.

Reframe those thoughts in your own words. In a conversation this may require repeating your understanding of what has been said so that the speaker can confirm or clarify your understanding of the speaker's meaning.

Some students have asked to tape record lectures and I do permit that provided that it does not distract other students or the teacher. Some students begin this in earnest, but soon realize that it is not as useful as they had expected and stop recording. I don't believe that I have ever had a student tape every lecture throughout the entire semester.

Before deciding to tape or not to tape, ask yourself these questions.

Do I really want to double the time listening to something you've already heard?

Without the visual cues, diagrams etc. that go along with a lecture, are those spoken words really that meaningful?

Do I want to spend the money on a tape recorder and tapes?

Am I likely to reduce my concentration during lecture and take less effective notes knowing that I can always go back to the tape to hear it again?

Am I hoping to substitute active listening and effective note taking at the time of lecture for a passive, painless way to learn?

My best advice is to save the money you would have spent on a recorder and tape. Reward yourself at the end of the semester for having done a good job by buying something you'd really like to have instead of a tape recorder and boring tapes you'll probably never want to listen again anyway. Obviously Sony and Maxell would disagree, unless of course you reward yourself with some good music! You decide.

Mathematics

THE METRIC SYSTEM . . . There, I've said it. You must be able to do elementary conversions of metric units. A brief review and table of metric units are provided in Unit 1. You must demonstrate competency in this area before completing the course.

Memorization

While it is a relatively low order of learning, it is generally agreed that there is simply no effective substitute for memorizing some of the material you need to know in anatomy. Memorization can be extremely helpful if it is used as a tool to organize concepts and build a foundation of logic from which you may then build upon more complex ideas, integrate concepts and develop critical thinking.

There are many effective tools for memorizing facts, here are just a few:

Concentrate on the fact, make the information memorable by creating a memory device such as a rhyme, or mnemonic (see Appendix C) and then link this information to something you already know.

Follow that memorization exercise by generating a question and reasonable answers about this new information that stretches your existing knowledge to the next level.

See how you might apply this new information.

Understand and try to visualize the literal meanings of key words.

After reviewing an item, take a blank piece of paper and diagram and label completely as much as you can remember about that structure. Then go back and compare with the original. Repeat as often as necessary until you can get it right every time.

Repetition, repetition, repetition . . .

Note Taking

Good note taking depends upon many of the skills we've identified. Since anatomy is a discipline that builds upon itself there are some things you need to do before you can even begin to take effective notes.

Be prepared

Review your text, the unit outline and previous lecture before coming to class.

Be on time and ready to begin immediately with paper, pencils etc.

Listen, observe and record

Be selective about what you write down.

Encapsulate key ideas in your own words and pictures.

Observe and copy accurately any visual material presented.

Observe any verbal and nonverbal clues the instructor gives regarding the significance of points addressed.

Recognize the pattern or outline of a lecture that the instructor typically follows.

Avoid distractions.

Develop a meaningful shorthand to reduce the number of words you have to write down. When using a word repeatedly, abbreviate it. Write numerals rather than the words, i.e., "47" rather than "forty-seven." Common symbols that are useful include:

= equal to

not equal to

approximately

> greater than

< less than

+ and

increasing

decreasing

leading to

resulting from

therefore

w/ with

w/o without

Be brief

Emphasize key ideas.

Not every word the instructor speaks is worth of recording.

Generally avoid recording anecdotal information, case studies, examples etc. unless they are meaningful to your understanding, then summarize briefly.

Leave space where you may want to come back later and supplement with diagrams, define a term or include other elaborations.

Identify unclear areas that you may need to go back to and clarify them before the day is out.

Review your notes immediately after class.

Fill in gaps.

Compare with others' notes or the outline provided in the study guide.

Revise as necessary.

Review your notes periodically, rather than just before an exam.

(Repetition, repetition, repetition . . . )

If you miss something that is said ask to have it repeated or clarified, you may not be the only one who missed the same point.

If you need further clarification, see the instructor after class or during office hours.

Force yourself to learn to outline and try to organize the ideas presented in lecture or text into an outline format.

Never substitute your own note taking with someone else's notes, the study guide, tape recordings, etc. A great deal of learning takes place as you listen, observe and record.

Have someone critique your notes to help you build better note-taking skills.

Observation

Many of the structures you are attempting to learn about require that you engage in active observation. In anatomy this means more than grasping a general picture of things. Rather, one needs to see the parts as well as the relationship of the parts to fully understand some concepts. Remember that understanding and visualizing the parts is only the first step in being able to develop more advanced levels of learning. A photographic memory is helpful, rare and in and of itself, not enough to really learn anatomy. So, do not despair if you were not blessed with one.

Reading

Most anatomy texts are written at least the 14th grade level. If your reading skills are weak, you may find yourself needing extra time to complete reading assignments. Be aware that reading an information dense science text like the ones used in anatomy is very different from reading for pleasure. The emphasis must be on comprehension rather than speed.

One good strategy is to read a chapter at least twice, the first time as an overview where you concentrate on chapter objectives, topic sentences, bold headers, the chapter summary, review questions, charts and diagrams. A second reading should be done in depth. With pencil and paper in hand, outline the chapter as it is presented. Jot down new vocabulary words and summarize each paragraph in your own words. This allows you to process what you are reading as you go along and ensures that you have understood what you have read. Do not move on until you have a good understanding of the previous material. A thorough second reading with comprehensive notes on what you have read should be sufficient so that any subsequent readings need only be to clarify occasional individual points.

Underlining is a popular method used by some students however it means that you will be tied to your text rather than notes you have made and may be less likely to synthesize what you have read as you progressed. Some students have difficulty deciding what to underline and what is unimportant. Overusing the underline method is worse than not using it at all. If you choose to underline, be very selective and remember, at some point in time, what is in the book must ultimately be transferred to your brain. Writing in your own words is much more likely to help that happen than looking at yellow lines.

Read your text and study guide before the lecture material is presented. (I know. You've heard this already! See "repetition.") You will have already encountered the vocabulary and will have a sense of the direction that the instructor is heading. If you have questions from your reading, they may be answered during the lecture or discussion. If not, raise them at an appropriate time.

Time Management

One of the most challenging aspects of learning anatomy is simply managing the vast amount of material that must be learned. All of the strategies presented thus far require time. In fact, the word "time" appears no less than 55 times in this introduction alone! Without discipline and well developed time management skills, the task of learning anatomy can quickly get away from you until you feel hopelessly behind. Learning how to manage your time effectively will serve you well throughout your life. Here are some guidelines that may help you get a handle on your time:

Be realistic! Very few students can take anatomy along with a full load of other challenging courses, work 20-30 hours a week and still have time to study and do the rest of life's activities. Remember that the bare minimum of study time required for most science classes is three hours for every hour spent in class. You may need even more time. Do the math and you'll see that attending class and studying anatomy by itself is nearly equivalent to working a full-time job! Dealing with this fact may require that you make some difficult choices and forego some things in order to have adequate time to do the business of learning and achieve your goal.

Establish a daily schedule, and a weekly and semester-long calendar. Complete the Time Manager sheet provided in Appendix D. On this sheet, you should account for your time. Set a firm schedule that includes time for classes, travel, study, work with study groups, social and family activity, adequate rest, meals, regular appointments and work. Establish a workable routine early and stick with it!

Make sure that your schedule takes in to account when and where you will study best. If you need absolute quiet and the kids don't get to bed until late, your studying time may be pushed into a time frame when you are not mentally alert. Think about when and where you might be able to create the kind of environment that will enhance effective study. Mentally note that when you are in this well lighted, quiet environment, you are there to study and nothing else. Remember that no matter how you arrange your time, there are still only 24 hours in each day!

Be on time. Chronic lateness means that you are not managing your time successfully.

Don't procrastinate. Tackle the hardest jobs first and reward yourself as you make progress. A mental pat on the back for completing those tough jobs is a great boost to your self esteem.

Find your optimal concentration time and take breaks at regular intervals. An hour is about as much as most students can handle without a break. Use your few minutes of "break time" to do something pleasant - a walk, a snack, a visit with family or friends etc., but don't let it go beyond the time allotted.

Avoid interruptions. Real friends and a supportive family will understand that you are in the middle of something important and that a phone call or visit while you are studying is a distraction from the work you need to do at that time. Explaining your situation and make a "date" to return the call or set up a visit during some "recreational time period."

If you find yourself "stuck" on a particular task, don't abandon that designated study time. Use it to tackle something else that needs learning until you can get some help or are sufficiently rested to try again.

Don't "rob Peter to pay Paul." Skipping a class now to study for an exam in another class with the idea that you'll catch up later is a sure plan for disaster in both classes. If you find yourself doing this, you are not managing your time well.

Make time to study every day. If you save it all up until the next exam you may be overwhelmed and give up rather than do an effective job. By tackling smaller chunks each day, you develop discipline and are comfortable with the repetition that will occur naturally.