During the pre-labs, students use terminology learned in the first exercise which then reinforces the concepts. Additional pictures of cadaveric or other mammalian structures such as the heart would e beneficial especially when students are asked to label structures in a preserved heart.Īll terms that are presented are consistent from lab to lab. The figures used in the pre-labs are taken from other open sources, and are best seen using a downloaded version rather than viewing online. The subject matter of this book will not change. The exercise is then followed by a post lab that helps to reinforce what the students have learned about each system. The lab exercises are organized as hands-on activities, where students are presented models and asked to label specific structures. In each lab, Each system has an introduction, followed by a pre-lab where students are asked to label structures that they will then see in the lab. This lab manual covers the major body systems typically studied in the undergraduate anatomy lab. Reviewed by Deborah O'Dell, Professor, University of Mary Washington on 6/27/20 This does not seem appropriate in the context of the depth that each lab provides, but it could be added if revisions are made. The only differentiation is made in the reproductive section between males and females, with no explanation of other examples of sex or gender. Images are plain and can be applied to many individuals. There are no insensitive or culturally ignorant comments or language used. Pg 35, “constitute comprise” is a confusing order, and adds unnecessarily complex language to an already difficult subject.
No lengthy paragraph discussions that can be distracting. For instance, typically the integumentary system is near the beginning and the muscular system usually pair near the skeletal system.Įasy to read and follow along. The material is organized in a logical way, but not in the typical way that most anatomy and physiology text books organize the chapters by. Hyperlinks to other sections are very useful. Histology sections may be difficult for a novice student to utilize, and perhaps could use a template to model after. Improvements could be made in the formatting of the numbered vocabulary provided in the tables to make it more visually appealing. Pictures for identification are useful and in color and clearly labeled. Once readers get a sense of the flow of the information, it remains predictable throughout the labs. Vocabulary is ordered alphabetically and not by lab unitįormatting is consistent throughout. Vocab words are italicized making it easy to findĭirections for dissections are well done with important valuable notes added in bold or at the bottom of paragraphs.įor difficult to pronounce terms, it would be helpful to add in pronunciations Changes will likely not be needed in the next 5 years other than those edits already suggested. Lab 10: dorsal/ventral needs to be updated to anterior/posteriorĬontent is comparable to most other basic anatomy and physiology textbooks. Lab 2: post lab question 6, sup/inf should be replaced with proximal/distal as they refer to bones of an extremity Lab 1: cranial/caudal are used in animal anatomy, superior/inferior is preferred for humans No available table to itemize all aspects of cranial nerves (sensory functions and/or motor functions) No prelab for respiratory system or spinal cord/spinal nerves labs Reviewed by Alexandra Orahovats, Adjunct Instructor, Community College of Aurora on 8/11/20 Journalism, Media Studies & Communications.