Peer Review Portfolio
Judy Provo-Klimek
  1. Focus Question
  2. Microscopic Anatomy and AP 710
    1. About the subject
    2. Connection with other courses/disciplines
    3. Course design
  3. Teaching Microscopic Anatomy
    1. My teaching style
    2. Personal goals for teaching Microscopic Anatomy, AP710
    3. My syllabus
  4. Implementation
    1. Lecture sessions
    2. Problem Based Learning activities
    3. Laboratory discussions
    4. Time spent outside class
  5. Results
    1. Evidence of student learning
    2. Suggestions from students
  6. Implications
    1. Reflection
    2. Planned changes
  7. Appendices
    1. Appendix A: Sample PBL Exercise
    2. Appendix B: Examinations
    3. Appendix C: Samples of student work
    4. Appendix D: Teaching Evaluation data

 

About the Subject

Microscopic anatomy (or histology) is a course taught in the first semester of the first year of the curriculum at Kansas State University (and most other veterinary colleges). During this course, students learn to describe and recognize the structure of cells and tissues as seen in samples with the light microscope. The students have had varying degrees of exposure to histology before entering the curriculum. Many of the students have no prior experience with the study of cells and tissues using a microscope. Physiologic processes are covered to some extent in this course, because structure is highly related to function of the cell or tissue. We discuss gross anatomy in the context of understanding the three-dimensional organization of the tissue or organ. The course also includes a limited amount of developmental anatomy (embryology) material, which is also discussed in gross anatomy.

First-year veterinary students at Kansas State have all of their lectures in the same classroom. On some days, this means that when we meet with them, they have already been sitting in the room for 3 hours, and they have another hour to look forward to after we finish.

Conceptually difficult/problem areas: Microscopic anatomy is difficult for many students either because of lack of background exposure, or because what is studied is largely something that must be visualized. By this, I mean that many students find it challenging to relate the section on the slide to the three-dimensional organization of the structure or tissue in question. I like this aspect of teaching the course, and will elaborate on this further in the section on my teaching style.

Motivational difficulties: Some students fail to appreciate the foundational aspect of this course, and do not think that histology is relevant to their education. While I disagree totally with this perception, it does present motivational problems for some students. I do not find this problematic, however, because I can and do explain the connection to their future learning and practice careers as mentioned above. Besides this, some students get frustrated (I was one of those at one time) because of difficulty visualizing the samples they study. I feel this is a normal response to something they do not understand or cannot "see". Otherwise, motivation is not a problem in this course, as most students realize that they will use this knowledge in future courses and in their practice or alternative careers.

 
 

Last modified March 13, 2001