Several tips exist for taking an anatomy quiz. Reviewing class notes, reviewing an anatomy textbook, and coming up with conventional and non-conventional methods for quiz preparation are among the best tips for taking an anatomy quiz. Putting these into practice for quizzes can also translate into good test taking skills and preparation.
Taking and reviewing class notes is perhaps the best tip for taking an anatomy quiz. Doing so allows a student to get accustomed to anatomical terminology and prepares the student for both scheduled and pop quizzes. Notes should cover all aspects of anatomy covered during lectures and laboratory sessions. Using a highlighter to highlight specific instructions by a professor or teacher can also help find specific details when preparing for an exam.
Reviewing any pertinent chapters within the text book can also help when taking an anatomy quiz. Comparing the text book information with class notes will allow a student to jot down any extra information that may have been missed during lecture or laboratory sessions. As with class notes, using a highlighter to emphasize important passages or terminology can help locate the information quickly, especially if the quiz is an open book quiz.
When taking an anatomy quiz, memorization of anatomical structures and terminology is the key to a successful quiz. Taking the time to develop flash cards with important terms or items that will be on the quiz can help a student memorize information. This can be easily accomplished by using note cards and writing possible questions on one side and answers on the other.
Dissections are often a routine part of anatomy classes. Often conducted during laboratory sessions, dissections can allow a student to visualize structures. Paying attention during dissections can help a student immensely on quizzes related to identifying and labeling various veins, arteries, bones, and muscles.
During the quiz, a student can utilize a variety of quiz taking tips to help her succeed. This includes first providing an answer to those questions where an answer is known. Should time permit, students can then go back and take another look at the remaining questions and fill in any blanks.
If possible, a process of elimination and choosing the best remaining answer should be employed. This works especially well on sections that require a student to match a list of possible answers to specific details on a diagram. For instance, when labeling the bones of the human body, a student can match the ones that they know and be left with a decent chance of accurately matching the remaining options to the correct bones or anatomical features.
