I have heard rumors floating around the class of 2010 that the first biochem exam has a failure rate of "half the class". This is just not true! There will be probably be 30 people that do get a sub-70 score. I just don't want my readers to think that the test is not passable. You have had plenty of time to study for the exam and should do just fine.

This is a learning experience--many will walk out of the test thinking, "boy, I didn't think those things were too important, yet they tested on them." You will learn the detail needed very quickly.

Remember, there are MANY points available to you this quarter. Also, I don't know anybody that hasn't failed an exam before to my knowledge.

just relax and study hard (NO ALL-NIGHTERS!)

 Dr. Patrick's lectures came out of the Thompson and Thompson genetics book (even though it wasn't the required genetics book) last year--his notes don't seem to have changed one bit. There are a couple of charts in that book that are very worthwhile. It is the charts that talk about the genetic inheritance patterns and what the characteristics are (Autosomal dominant, recessive, etc...). I wouldn't really read anything in the book except for those charts. The Carlson textbook has some awesome diagrams of mitosis and meiosis. I would DEFINATELY take the statements that Dr. Patrick talks about in his notes (where does Meiosis I arrest in female, or where does Meiosis II arrest in Females) and write it in the book on the timeline. These two drawings are in the second chapter, I think.

What Dr. Patrick thinks is unique is really a reflection of him as a person (as is the case with every professor). SO, if there is some reference in the notes to some thing that seems "interesting" (would Dr. Patrick talk about it at a bar), then I would at least clue in on it. I don't really remember test questions, so, don't assume this was an old question (it is an honor code violation for anybody to give out old test questions)--looking at your notes just briefly, I saw RFLPS and O.J. Simpson. That seems kinda odd, almost like something Dr. Patrick would find enjoyable to talk about, so I would keep that tucked in the back of my mind. If I remember properly, RFLPS is a way to do genetic testing (been a while--no laughing). That is just a quick example of a "really cool" fact that Dr. Patrick would talk about for hours outside of class.

I would also know things that are "the exception". This is especially important in the class. Take an example from a conversation that I had over break with a carrier of Fragile X. She wanted to know if it is possible for her daughter's to show any signs of Fragile X. I explained, that, while it is an X linked disorder (so, daughters should be spared), there is still the "lyon hypothesis" which involves x inactivation--this means that her daughter's good x can inactivate, leaving the daughter with only the "fragile" x. This daughter would show signs of Fragile X.

That is an example of a difference that physicians need to remember.

Finally, listen closely--Dr. Patrick always "gives away" test questions. This is more of an art, but it is important to understand for Dr. Patrick. If he repeats himself with a pause at the end of his statement, it might be good to focus a little more on that subject. Also, if he ever "pimps" the class about something (ESPECIALLY if he isn't lecturing), then I would definately remember the answer to his pimp. This always seems to manifest itself in review sessions when he interupts Dr. Rhodes. If he talks about a "unique" disease in class, remember that stuff. His underlined stuff in his notes is pretty much 50% of his test questions. Don't be suprised, however, when he asks a question (maybe one per test) that has less than a fragment sentence associated with it, and was never said in class--this is common on all of his tests.

I hope this stuff makes sense--good luck.

erik

 1. Know how to differentiate a Cervical from a Thorasic from a lumbar vertebrae.
2. Know which is the atlas and which the axis--know the characteristics
3. Know how to name different abnormal curvatures of the vertebral column.
4. Know which way a vertebral disc will most like'y hurniate and why.
5. Know the directions of the articular facets in each area of the vertebral column
6. Know the ligaments--if you hyperextended your neck, which ligament would you strain? If a patient was stabbed with an ice pick (I don't know how they all get ahold of ice picks)in the middle of the back, name the layers in order that it would go through.
7. Know blood supply and drainage.
8. Know that the inervation of the facet joints comes from the posterior rami.

Study the quizzes like they are an exam. This is what I did. I got at 75% on the first exam, 65% on the second, then a 98% on the third. After the second exam is where I changed my study habits (after I started doing this, I never got below at 90% on an exam--most of my exams were high 90's):

The most important feature to my studying was drawing the structures that I was studying (this is NOT a group study style). This created an active learning environment. I read my notes with my netter, dissector, and Moore open. When the notes referrenced a page in the netter (uray doesn't provide references--however, all his powerpoints have references at the bottom--go to class!) I would look it up and see the structures that they were talking about (I sometimes had to check out books from the library). Every single time the netter plate had much more detail than was being discussed at that moment in the notes (trust me, you WILL need to know all the details on every netter plate). I had a tough time soaking in all of the details--it seemed daunting. So, I "redrew" that netter plate, only including the structures being discussed and various important landmarks (go get some colored pencils). I am no artist--in fact, my drawings made no sense to anybody but myself (even though I did get better). Wasting your time on a "good drawing" is just that--your drawings need to show important stuff only. This is so difficult to understand unless you see it. Maybe I'll scan in some of my notes and post them.

Each note packet generally had about 20-30 different drawings. I kept them all organized in a binder (when I studied for the tests, I just reviewed my drawings). This made studying for anatomy finals easy.

The next VITALLY important aspect to all of this was that AFTER I had done these drawings, I went back up to lab. This was generally the next evening (or morning, depending on how the week looked). I "redid" the lab, having acquired a large knowledge from the notes. This sealed my learning. I generally only required a quick overview for the exam (I tutored a bunch, though, before the exam--so I got a lot more study time in, even though I felt prepared). For the quizzes, I would then go up to lab during lunch and run through all of the structures that could be IDed. Then, I tutored students in lab that were less prepared. With this, I "pimped" them on functional questions from the notes.

Finally, I went to Dr. Uray's anatomy test review ready to take the exam (the one that is in the schedule). THAT IS IMPORTANT! Many of my fellow students didn't go to those reviews, because they said it was a waste of time. If you aren't prepared, it will be a big waste of time. However, if you are prepared, you will probably get an extra 5 questions right on the exam that you wouldn't have gotten if you missed it.

Good luck. This worked for me. I know people that didn't do this, and they did just fine. Understand, however, that I still remember tons of stuff from anatomy. I don't remember much from other classes. I attribute it to my learning technique.

erik