L I F E IN THE LAB Eight cada\'ers sat in a chilly lab for Harding's physirnl therapy (HUPT) program. Thr HCPT prog1 am has learned from cada\'ers since its conception in 201 1. Howe\·er, thi year, Harding's physician assistant (PA) program got more i11\'oh-ed in the cadm·cr lab. For PA students, 2016 wa, the first year the\' were allo\,-ed tO dis co a part of the cad,1xers. Amanda Diles, assistant professor in the PA program, worked in the cadm·cr lab and she said k,oked forward to the interdisciplinary discussions that took place in the lab. ':--\nytime m:- can get more profes. ions in there at the same time, learning together and talking together, it is exciting for us," Diles said. '·\\·c kno,,· that those com·ersations \\'ill benefit them going on into their field ." The HUPT and PA programs also teamed up ,,·ith the speech therapy and pharmacy programs to \\'Ork with the cadavers. The different programs focused on their areas of expertise and taugb t students from the other programs. The PA students were put in charge of exploring and teaching about the viscera, or core or· the cada,-crs. Although cada\'er work was only required by the HUPT program, profcsso1-- saw a great benefit in allo\\ing By Abigail Pratt PA studrnts to gain hands-on experience. Anita Killins. assistant professor of physical thnapy. coordin<1trcl most or the time students spent in the cada\·cr lab and said she enjoyed . eeing the programs collaboratr. ''There are a lot of good discussions between disciplines and that communication is good:· Killins said. ·'They start to realize that they all know the same stuff." Thirty-six E\ students started the program in fall 2016, and they .,,·e1-e the first tO take on the ne\\' challenge in tl1e cad;1\·er lab. Graduate student .\ aron English was one who \\'as able to participate. "Spending time \,irJ1 student, of' other profe.-sions and learning with them helps me appreciatr the learning process that they go through,'' English said. ·'Specifically \\'ith the cad:wers, it gi\TS me a beuer understanding of some of the background that they have. It allo\\·s me to sec that they go through a lot or \\'hat J go through and 1 sec that helping us communicate more effccti\-cly." Interdisciplinary communication thriYcd and grew acros. programs in the cada\'cr lab, allowing graduates in each program to enter into their careers with stronger skills in both practice and communication. Ph_J•.)iral thera/J)' graduate students 7) Finle) and Reed Harrell. pl~J'jirian a.11ijta11/ grarlua/e ,t11dents Ca.1.1i~r RamseJ and Callie Gra1•ej, and JJl{J'Jirnl lhera/~l' graduate jtudentj f-lr(rdrn Brra111 and Tj,ln Hoj)J,auir ro111/1are thei1 notes u•ilh the model of a Jku/1 011 .\ iw 13, in the rada1·er lab in the S1•aid and Cl1ri .1(r Swaid C:enlerfor /-lea/th Scie11re.,. The lab l!'as al'f1ilable tu multiple majors lo /Jre/Jare them Jo, ji1lure e1a111i11ations rift a gradual ion. I Photo b_i• .\ /ar_J' Pate Cit \Ill \ IT PHOC-11 \ \I~ ~ 10'-i
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