5-13
INTERESTING AND USEFUL WAYS
OF TEACHING ‘ANATOMY’
‘Anatomy and physiology’ can be deadly! Especially if taught as a separate
subject early in a course. (See the story on page 2-16.)
However, learning about ‘parts of the body and how they work’ can be useful—
especially if taught, not separately, but as part of the study of familiar health
problems.
People learn better and remember longer if they understand the reasons why
things happen. If they discover the reasons for themselves, they remember even
better. Therefore, ‘anatomy and physiology’ become more meaningful when
students find out for themselves . . .
• why health problems they have seen affect the body as they do, and
• why certain measures are used to prevent or treat certain problems.
People remember better when they find things out
for themselves and are not just told what to do.
For example, health workers may be taught to feel for a large spleen when they learn
about physical examinations or about signs of malaria.
IF STUDENTS ARE SIMPLY TOLD THAT:
BUT IF THEY ARE HELPED TO DISCOVER WHY:
THEY WILL NOT KNOW THE REASON
AND MAY SOON FORGET.
THEY WILL UNDERSTAND BETTER
AND BE MORE LIKELY TO REMEMBER.
In this way, ‘physiology’ (how the body works) becomes useful immediately. It helps
people discover the reasons for what happens and what needs to be done.
Notice also that, in the picture on the right, the instructor is drawing the
anatomy on one of the students, not on paper. Take every opportunity to bring
anatomy to life and to keep it alive. (See p. 11-6.)