For years at Boise State, I taught the first college A&P lab many students had ever taken. Even students with a strong biology background could find the pace and practical assessments unfamiliar. Explaining those differences early helped us discuss how to prepare.
This is the guidance I would give before the term begins. A&P can be demanding and rewarding. Knowing what the course expects helps you plan your study, use lab time well, and ask for help before a difficulty grows.
Learning the vocabulary and using it
Your biology background helps you understand concepts such as membrane function and genetics. A&P also asks you to name structures precisely, locate them, and explain how they work. Learn the vocabulary alongside the concepts and procedures rather than treating them as separate subjects.
An A&P unit may introduce 80–200 named structures, 30–60 named processes, and 20–40 clinical correlations, depending on the course. Use the assigned structure lists to guide your practice. For each term, ask what it means, where you would find it, and how it relates to the system you are studying.
A planning comparison: course requirements vary
| Dimension | High-school biology | College A&P |
|---|---|---|
| Pace | One unit lasts 2–3 weeks | One unit lasts 1–2 weeks; the calendar is unforgiving |
| Vocabulary load | ~30–60 new terms per unit | ~80–200 new terms per unit |
| Lab style | Recipe-following: read the procedure, get the expected result | Identification + technique: name structures on real specimens, perform observable lab skills |
| Assessment style | Multiple choice, occasional short answer | Practical exams (label structures on specimens), short answer, sometimes oral |
| Curve | Often graded on a curve; teacher knows you | Usually no curve; many sections; TA may be your primary grader |
| What “passing” means | D = pass | For most pre-health programs, C is the floor; many require B |
| Time expectation | ~30 min/day study | ~1–1.5 hr/day study (4 credits = ~12 hr/week total time) |
These comparisons are illustrative, not rules for every course. Check your syllabus for the schedule, grading policy, and expected workload. Plan regular study time, then adjust it based on what you can explain and demonstrate.
Week one: what to bring, what to expect, what to do
Before day one of lab
Get a bound paper lab notebook with numbered pages. (Composition book is fine; ~$3.) See the lab notebook starter guide for setup suggestions. Check your course's required format before buying materials.
Read the syllabus carefully. Note: lab attendance and make-up policies, practical exam dates, and what’s required as pre-lab work each week.
Day one of lab, what to bring
- Lab notebook (in ink, pen, not pencil)
- Pencil (for sketches)
- Highlighter or two colors of pen (optional, for distinguishing observation from interpretation)
- Closed-toe shoes (this will be checked)
- Hair tie if your hair is long enough to fall forward
- Lab manual or course materials
- Eye protection if your course requires it (your syllabus will say)
- Water bottle (separate from lab area; you’ll thank yourself)
What day one usually looks like
First labs are typically a safety briefing, equipment orientation, and an introductory exercise. Your TA will introduce themselves and explain how grading works. Pay close attention to this part. The description of the practical exam tells you what you will need to demonstrate and how it will be scored. Ask for clarification if an expectation is unclear.
You’ll likely also do an opening activity that feels manageable. Use it to learn the equipment, notebook conventions, and routine before the workload increases.
Best questions to ask in the first session
- “What’s the hardest unit in this sequence, and when does it land?” Lets you plan ahead.
- “Where do students most often struggle on the practical?” Free study advice.
- “Do you have a list of structures you grade against, or any synonyms you accept?” Some courses publish the controlled vocabulary; if yours does, you should be using it as your study reference.
- “Is there a recommended way to set up our lab notebook?” Saves you reformatting later.
- “Are the lab models in this room the same ones used on the practical?” If yes, study from those specifically.
Four study habits to reconsider
These patterns came up repeatedly in my university teaching. They are opportunities to adjust your preparation, not measures of your ability.
Pattern 1: studying like it’s lecture
Reading notes and watching explanations can prepare you for a lab, but practical exams also require visual and spatial identification. Practice locating structures on the specimens and models you are expected to use. Try naming them without labels and check your answers. The how-to-study guide on this site goes deeper.
Pattern 2: not asking questions
Ask when an instruction, observation, or explanation is unclear. A content question such as “why does the right ventricle wall look so much thinner than the left?” connects what you see with what you learned in lecture. Procedural questions matter too, especially before unfamiliar or safety-sensitive work.
Pattern 3: skipping pre-lab
Read the procedure before the session and note its purpose, unfamiliar terms, and safety instructions. The pre-lab checklist on this site offers a 15-minute planning routine. Allow more time when the procedure is unfamiliar or your course requires it.
Pattern 4: trying to memorize everything alone
A group of 3–4 students can be useful for quizzing and comparing explanations. Take turns so everyone retrieves answers, and check disagreements against course references. Look for study partners early, while keeping independent practice in your schedule.
Working with TAs and classmates
A few practical expectations are worth checking:
- Learn your TA's role. A teaching assistant may lead your section, demonstrate techniques, and grade work under the course coordinator's guidance. Ask who handles advising, accommodations, and grading appeals, and follow the course's process for those questions.
- You will see real specimens. Sheep hearts, sheep brains, fetal pigs, and sometimes preserved human cadavers (uncommon at the undergraduate level, but possible). The first encounter can be unsettling. If you have concerns, speak with the instructor and check the institution's accommodation process before the term starts.
- People will be at very different levels. Classmates bring different coursework and experience. Use the learning goals and feedback to judge your progress rather than another student's confidence.
- Office hours are underused. If your course coordinator holds office hours, you should go to them at least once before the first practical. Bring two specific questions or an example of work you want to improve. This gives the instructor something concrete to discuss with you.
What “passing” really means for pre-health
If you’re considering nursing, PA, PT, OT, dental, veterinary, or medical school, you should know upfront: prerequisite requirements vary by program. Some require a B or better. Some require it taken within the last 5 or 7 years. Some won’t accept online versions or community college transfers without specific lab hours.
Look up the specific requirements of every program you’re considering before you take A&P. Check the required grade, course sequence, lab format, credit hours, recency, and transfer policy. If your plans are uncertain, ask an advisor to help compare options. No single course choice or grade guarantees eligibility or admission everywhere.
If you finish with a grade lower than you need, most institutions will let you retake the course. Many programs will only count the higher grade. Some will count both grades. Some count only the most recent. Know your specific program’s policy before you decide whether to retake. Discuss the sequence and prerequisites with an advisor before registering for A&P II or a repeat of A&P I.
What I wish every first-day student knew
- The first practical may feel unfamiliar. Review the feedback and identify what to practice differently. If you are struggling, discuss a study plan with your TA or instructor before the next assessment.
- Check how lab and lecture grades are used. Some courses combine them; others report them separately. Read the weighting and minimum requirements rather than assuming one grade can offset another.
- Sleep matters more than the last study session. See the how-to-study guide. Plan review early enough to protect your sleep before a practical exam.
- Practice with the materials used in assessment. Use approved open lab hours, if offered, to identify structures on specimens and models, compare examples, and ask questions.
- Give yourself time to adjust. Early uncertainty does not determine your final result. Use feedback to identify what you need and seek support promptly.
Companion resources on this site
- How to study A&P (the science of learning, applied), the working method.
- A&P terminology survival guide, decoding the vocabulary you’re about to encounter.
- Lab notebook starter guide, the bound, dated artifact you’ll need from week one.
- Pre-lab checklist, printable, used the night before each lab session.
- A&P reading list, what books to actually buy before the term starts.
- Weekly study-cycle template, printable schedule that drops the spaced-retrieval method onto your week.
A&P is one of the genuinely formative courses in any pre-health education. Done well, it changes how you see your own body, how you think about disease, and what kind of clinician you become. The two months of disorientation at the front of the course are worth what comes after. Pace yourself; ask questions; sleep; and start the lab notebook in week one.