“Anatomy-Division B”How to Coach the Event

Chris Pohlod DOAsst Professor.

Michigan State University College of Osteopathic Medicine.

Introduction

• Pediatrician– Scope of knowledge: medical school.

• I’m a clinical thinker not just an anatomist

• Science Olympiad– Involvement 7 years– Event Supervision 4th year

• Bridge/Tower (Invitational level) two years• Anatomy (State Level) 2007-Present (Div B)• National Event Supervisor 2008-Present

– Rules Committee: 2008-Present (Anatomy and Health Science)

What I hope to accomplish:

• Give pointers on how to coach, not take the test!– SO perspective– Review the rules (what is new this year).– Where to get information– Study tips– Q & A (If needed)

SO mission:

• For new coaches:– Thoughts from nationals last year:

• Scientific future of the country

– Caliber of competition• “Thank you sir may I have another!”

– College Prep:• MIT PhD student comments.

Big picture thoughts

Importance of the rules: (Emotional subject) – The Devil is in the Details– Examples of rules being your worst enemy!

• Bridge (The infamous paper incident)• Car (missed at invitational level)• Anatomy etc…..(notebooks being excluded)

– I have seen event supervisors not set things up properly (Tower)

• Optional impound (Be careful!)

FYI: Making the anatomy rules:

• Need to be used at basic level (i.e. first time competitors) and also national competition.

• State vs. National:– These are national rules.– In actuality the state and regions can change the

rules. But the directors of the competition must notify you 4 weeks in advance.

• Each subject area has 2 years. There is a rotation.

Making the Rules:

• Input sought from state directors, event supervisors and committee chair. – Your suggestions should go to the state

director’s office. – Or submit clarifications to the national

website.

Anatomy:

• Goals– Build on the circulatory system from last year.– Intro material in skeletal system.– Practical knowledge (so kids can internalize

the information—grandparent may have illness).

– Help out event supervisors with more specific suggestions.

– Fit science curriculums.

DISCLAIMER!

I cannot guarantee how individual event supervisors are going to run their events. The rules give suggestions and guidelines.

RULES:

STILL MAKE A BINDER!!!!!!!!!!

Previously binders were allowed but kids were not learning and the committee felt there were things that should be internalized. It worked out well.

RULES:

NOTE: Event supervisors determine the Format: Written/Station/ timed etc. Questions on the format can be directed to your competition organizer: (Invitational/Regional/State/National)

Structure and Function

We intentionally left out anatomical specimens at this level.

What’s new?

• Skeletal system:– I want them to begin to see these anatomical

structures in living color and function. – We started with basics.

Rules:

What’s new?

• We tried to make the repeated system more complex and complete, so the kids can build on previous knowledge.

Rules:

They may be asked to demonstrate this!!

Are trying to encourage kids with practical applications.

Rules:

NOTE: Have the kids prepare for and practice free response answers. The quality is a judgment made by the ES. I work around legibility issues but the bottom line is if I cannot read it, it is poor quality and the ES may mark it wrong.

The major task after the kids are done with the test is breaking ties

Resources?:

NOTE CHANGE: Resources will be listed on the web this year not the rule books.

Resources:

Jump to internet

www.soinc.org

How to study:

• Event supervisor: (myself as example)– I start with the resources offered by SO

• National website.• Any link stemming from these are fair game!

– Find a basic anatomy text (and see how the material is organized). Then prioritize the concepts always consulting the rules to guide the priorities.

How to Study:

• Event Supervisor:– I take each bulleted point and then see what

are easily testable concepts. (First consulting the online resources and occasionally text books)

– I will ask multiple depths of knowledge (What I would expect from a middle school/ high school / college level student.

– I want someone to see anatomy/physiology and disease in their minds eye!

How to study:

• From a director that has taken kids to nationals– get the kids studying the national concepts as early as possible.

How to Study: Make a tableCell/molec Tissue Organ

systemSymptoms Social

impact

Treatment/prevention**

Atherosclerosis

Kawasaki’s Disease

** National Competition Only!!

Levels of Question

• Basic (Invitational/Regional level): – 1. Label the structure/ rote memorization. A few

thinking questions. • Harder (State) : (Add some knowledge of

function)– 2. What type of blood flows through this structure.

• Highest (National): (High process skill-integrating knowledge)– Label the specific structure that is at risk in

Kawasaki’s disease. – Describe what this tissue would look like under the

microscope.

Station 5

Choose the letter from the diagram above that best represents the item listed below:

• 5-1. Capillary• 5-2. Vein• 5-3. Arteriole• 5-4. Venule• 5-5. Artery• 5-6. Where most diffusion occurs.

State level

Station 11

Berman, I Color Atlas of Basic Histology 2nd ED.Appleton and Lange, Stamford CT 1998, pp 141.

Station 11

(Answer A or B for the questions below)

• 11-1. Pick the letter of the artery

• 11-2. Pick the letter of the vein

• 11-3. Which can expand more and hold more blood?

• 11-4 Which maintains a higher pressure?

• 11-5 Blood with the most oxygen per milliliter is carried in which vessel?

National Competition

Station 6.

Station 6

• 6-1. In the photo above which letter indicates the cell most affected by Erythroblastosis Fetalis (EF)?

• 6-2. This photo represents Erythroblastosis Fetalis, what Rh bloodtype does a child with this blood have?

• 6-3. What Rh bloodtype does it’s mom have?• 6-4. What substance causes Erythroblastosis

Fetalis?• 6-5. Name the medicine that is used to prevent

EF?

Additional suggestions:

• Study Tips:– Use a Dry-erase board to draw and redraw

images and label structures.

• Additional Websites:– www.medlineplus.gov (Good for disease

information) – www.anatomyatlases.org (Link from SO

website) –Good for basic anatomy slides.

Additional suggestions: (from previous coaches’ clinic):

• References:– If your area has a medical school see if

professors have old books– “Board Review” medical books make good

concise guides.– Make a binder even if you cannot take it in. – Nursing Texts (for anatomy) use much easier

language than “medical/doctor books.”– See if a university library has access to Stat

Ref—guest login possible?

Coming up with questions:

• Application: (From my college days)– Have the kids write questions as they go.

• Keeping in mind different skill sets• Study as if you are going to nationals

Concluding comments

• 1. Know the rules• 2. Know the rules• 3. Know the rules• 4. Online resources and basic text.• 5. Try to teach students to come up with

their own questions. • 6. Periodically check the national website

for rule clarifications. (Submit them if needed)

Life Science CD ROM

• Available through the soinc.org store is a CD with all life science data tremendous amount of information on it. Cheap