A and P is where nursing programs quietly decide who continues
It is the course with the highest failure rate in most programs, and the reason is rarely the volume of content. It is that the exams stop asking what something is and start asking what happens when it stops working, which is a different kind of question.
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Memorizing structures is necessary and it is not what is being tested
Students who did well in high school biology often study A and P the same way, with flashcards and structure lists, and then find the exam asks what happens to blood pressure when the afferent arteriole constricts. That question cannot be answered from a list of parts. It needs a working model of the system.
The same distinction shows up in the writing. A lab write-up that describes what was observed gets a moderate grade. One that explains the physiological mechanism behind the observation, and what would have happened under different conditions, gets a strong one.
This is also where the foundation for pathophysiology is built. Students who get through A and P by memorization usually hit a wall the following semester, because pathophysiology assumes the working model they never built.
- Mechanisms explained rather than structures listed
- Lab write-ups that interpret results, not just report them
- Concept maps that show causation between systems
- A foundation that holds up in pathophysiology next semester
What we work on
On your own coursework and lab reports
- Lab report structure, from methods through to discussion
- Explaining homeostatic mechanisms and feedback loops in writing
- Concept maps linking structure, function and dysfunction
- Writing about physiology in the terminology graders expect
- Study approach, for people who are memorizing and not retaining
We teach and review. You do the coursework
- We do not write your lab reports or assignments.
- We do not supply completed work for you to adapt.
- We do not invent or alter lab data.
- We do not sit or assist during any exam or quiz.
- We explain the mechanisms, review what you wrote, and show you where points went.
We also will not help anyone during a proctored assessment, in any form. This is one of the most common requests in prerequisite science courses and the answer is always no. Read the full policy.
Frequently Asked Questions
Mostly because it changes what counts as knowing something partway through. The first weeks reward memorization and the exams reward mechanism, so a study method that worked initially stops working and it is not obvious why. Students usually need to rebuild how they study rather than study more.
The discussion section is where the points are. Reporting what happened is expected. Explaining why it happened physiologically, whether it matched what theory predicted, and what would have happened under different conditions is what separates grades. Most weak reports have a strong results section and a thin discussion.
For the practical exams, usually yes, and there is no shortcut. For the written exams, less than students assume. A useful check is whether you can explain what breaks when a given structure fails, because that is closer to the question actually being asked.
Usually yes, and the retake often goes better because you know the shape of the course. What matters is changing the method rather than repeating it with more hours, and the first useful step is working out from your old exams whether you were losing points on recall or on mechanism.
Directly. Pathophysiology assumes you have a working model of normal function and asks what happens when it goes wrong. Students who memorized their way through A and P find the next course much harder than it needs to be, which is why it is worth building the model properly now.
Send the assignment or the lab report
We will show you what the discussion section needs to say and where the mechanism explanation is missing.
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