Cadaver Observation and Interaction
The cadaver interaction is the last part of the HAPI lab. The cadavers are previously covered up until we reach this stage of the program to prevent undue distraction. We reveal the cadavers and students can come around to see how everything that we have observed and discussed fits and is connected in the human body (Figure 6). It is of critical importance to ensure that the students can not identify the cadavers. The face remains permanently covered and not revealed, and any identifiers of the donors are removed. All toe tags are taped, which must remain on the body at all times as per our agreement with Wright State University’s Anatomical Gift Program. We also cover any potentially identifying characteristics …show more content…
F., Critchley, C., Einsiedel, E., Geller, G., Gupta, A., Hampel, J., Hyde-Lay, R., Jandciu, E.W., Jones, S.A., Kolopack, P., Lane, S., Lougheed, T., Nerlich, B., Ogbogu, U., O'Riordan, K., Ouellette, C., Spear, M., Strauss, S., Thavaratnam, T., Willemse, L., Caulfield, T. (2009). Science communication reconsidered. Nat Biotechnol. 27(6): 514-8.
Clark, G., Russell, J., Enyeart, P., Gracia, B., Wessel, A., Jarmoskaite, I., Polioudakis, D., Stuart, Y., Gonzalez, T., MacKrell, A., Rodenbusch, S., Stovall, G.M., Beckham, J.T., Montgomery, M., Tasneem, T., Jones, J., Simmons, S., Roux, S. (2016). Science educational outreach programs that benefit students and scientists. PLoS Biol. 14(2): e1002368.
Devonshire, I.M. and Hathway, G.J. (2014). Overcoming the barriers to greater public engagement. PLoS Biol. 12(1): e1001761.
Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I:The Cognitive Domain (ed. Bloom, B.S), New York: David McKay Co Inc.
Komoroske, L.M., Hameed, S.O., Szoboszlai, A.I., Newsom, A.J., Williams, S.L. (2015). A Scientist's Guide to Achieving Broader Impacts through K-12 STEM Collaboration. Bioscience. 65(3):
The cadaver interaction is the last part of the HAPI lab. The cadavers are previously covered up until we reach this stage of the program to prevent undue distraction. We reveal the cadavers and students can come around to see how everything that we have observed and discussed fits and is connected in the human body (Figure 6). It is of critical importance to ensure that the students can not identify the cadavers. The face remains permanently covered and not revealed, and any identifiers of the donors are removed. All toe tags are taped, which must remain on the body at all times as per our agreement with Wright State University’s Anatomical Gift Program. We also cover any potentially identifying characteristics …show more content…
F., Critchley, C., Einsiedel, E., Geller, G., Gupta, A., Hampel, J., Hyde-Lay, R., Jandciu, E.W., Jones, S.A., Kolopack, P., Lane, S., Lougheed, T., Nerlich, B., Ogbogu, U., O'Riordan, K., Ouellette, C., Spear, M., Strauss, S., Thavaratnam, T., Willemse, L., Caulfield, T. (2009). Science communication reconsidered. Nat Biotechnol. 27(6): 514-8.
Clark, G., Russell, J., Enyeart, P., Gracia, B., Wessel, A., Jarmoskaite, I., Polioudakis, D., Stuart, Y., Gonzalez, T., MacKrell, A., Rodenbusch, S., Stovall, G.M., Beckham, J.T., Montgomery, M., Tasneem, T., Jones, J., Simmons, S., Roux, S. (2016). Science educational outreach programs that benefit students and scientists. PLoS Biol. 14(2): e1002368.
Devonshire, I.M. and Hathway, G.J. (2014). Overcoming the barriers to greater public engagement. PLoS Biol. 12(1): e1001761.
Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I:The Cognitive Domain (ed. Bloom, B.S), New York: David McKay Co Inc.
Komoroske, L.M., Hameed, S.O., Szoboszlai, A.I., Newsom, A.J., Williams, S.L. (2015). A Scientist's Guide to Achieving Broader Impacts through K-12 STEM Collaboration. Bioscience. 65(3):