Professional Documents
Culture Documents
Christina Ragan
Eileen Rodriguez Tapia
ISE870 Final Project
April 29, 2013
Course Goal: This course investigates the biological basis for disease of the central and peripheral
nervous systems. Students will be able to describe the basic characteristics and current treatments of a
number of neurobiological diseases; students will be able to clearly and concisely communicate their
knowledge to scientists as well as to wider audiences.
Course Components: This class meets every Tuesday for a lecture about a neurobiological disease.
Most lectures are given by a new guest lecturer, though Dr. Barman and the course assistant give
lectures as well. Every other Thursday, the class meets for a Journal Club, where we discuss a primary
literature article pertaining to the previous lecture. There are no quizzes or exams in the class. There
are 5 writing assignments pertaining to neurobiological diseases and a short oral presentation about
their current research (or research interests if they are not currently working in a lab setting).
The Bridge to the PhD in Neuroscience is a program here at Michigan State University in collaboration
with Puerto Rican universities and the Research Initiative in Science and Engineering (RISE) Program.
It was designed to increase representation of Hispanic students in the field of neuroscience. Students
enter this program in the last 2 years of undergraduate study and continue through their first 2 years in
a Ph.D program. This course, PHM 480, was specifically designed with these students in mind, to teach
them writing and communication and give them an overview of neuroscience, in terms of the diseases
that are present in the system, discussed in the lecture portion, as well as methods and treatments,
discussed in the journal club portion. The class sizes are small, typically 4-6 students, and open to
students outside of the Bridge Program as well (though the Bridge students tend to make up the
majority).
Note: The syllabus is below. Each of us has included how we improved the course in our own lesson
plan outline.
Tuesday
Thursday
January 8
Structure and Function of Neurons- Eileen
Rodriguez-Tapia (tapiarod@msu.edu)
No class
January 15
Science Writing- Tania Iqbal
(iqbalta1@msu.edu)
No class
January 22
Chronic Pain- Dr. Barman
(barman@msu.edu)
January 24
Journal Club
January 29
Spinal Injury- Dr. Barman (barman@msu.edu)
No class
February 5
Eating Disorder- Dr. Hayoz (seb@msu.edu)
February 7
Journal Club
February 12
Bipolar Disorders- Dr. Cobbett
(cobbett@msu.edu)
February 19
Neurogenic HypertensionBrad Hammond (hammon82@msu.edu)
Friday Assignments
No class
February 1
Assignment #1
February 15
Assignment #2
February 21
Journal Club
February 26
Neuromuscular Disease- Dr. Henley
(mcgove14@msu.edu)
No class
March 1
Assignment #3
Spring Break
Spring Break
Spring Break
March 12
Memory Disorders- Carmel Martin- Fairey
(Martinf3@msu.edu)
March 14
Journal Club
March 19
Anxiety Disorders- Dr. Ragan
(raganch1@msu.edu)
March 26
Stuttering- Jennifer Lampen
(lampenje@msu.edu)
No class
March 22
Assignment #4
March 28
Journal Club
April 2
Hearing Impairment- Dr. Purcell
(epurcell@msu.edu)
No class
April 9
April 11
Student Presentations
April 16
Student Presentations
No class
April 23
Work on your paper
April 25
Drug Abuse- Elaine Sinclair
(sincla61@msu.edu)
Work on presentation
and final paper!
MONDAY, April 29
Final paper
Lecture Objectives
During and by the end of this lecture, students will be able to: discuss and determine why
anxiety exists; identify 6 types of anxiety disorders and the diagnostic and biological criteria for each;
analyze key brain regions, receptors, and neurotransmitters involved in anxiety; and synthesize and
evaluate patient information for anxiety diagnosis and treatment.
Assessment
At the very beginning of the lecture, I will assess the students knowledge of what kinds of
information is important to evaluate disease pathology and treatment. To determine if the students
are comprehending the lecture material as its presented, assessment will occur throughout the
lecture, as I will prompt them with questions related to previous lecture material and what was just
presented to them in this lecture (specific questions can be found in the lecture outline below). These
constant questions and small group discussion are considered low-stakes assessment that will keep the
students on-track and will allow me to steer them in the right direction if they have trouble with
certain concepts. For example, I will assess the students knowledge of brain regions and their
functions and how they might relate to anxiety disorders asking them to brainstorm as a group.
Students will work together as a group to evaluate what brain regions could be involved in anxiety and
what information is needed to determine if these regions play a role in disease pathology. Towards
the end of the lecture, students will evaluate the information from the patient such as symptoms,
questionnaire answers, and results from brain imaging to determine what kind of anxiety the patient
has. Most of this assessment will occur as a group so that no one feels intimidated and to show that
science and medicine are is often collaborative and problems are solved together rather than
individually.
Outline of Lecture
Slide 1
Links Slide
http://www.webmd.com/video/generalizedanxiety-disorder
http://www.webmd.com/balance/video/managing
-phobias
http://www.webmd.com/video/too-scaredsocial-anxiety-disorder
http://www.youtube.com/watch?v=TkjWK3MgT
gA
http://www.youtube.com/watch?v=pfG6yHAQ5U&feature=related
http://www.youtube.com/watch?v=4-kj66VKR0k
Slide 2
Anxiety Disorders
Dr. Christina Ragan
Postdoctoral Fellow
Department of Psychology, Neuroscience Program
Slide 3
Lecture Objectives
Slide 4
Slide 5
In groups, answer
Slide 6
Why does anxiety exist?
1. Psychoanalytic- Freud
Slide 7
2. Behavioral
Lead to effective therapies
Anxiety is conditioned response to
environmental stimuli generalization
3. Existential
Awareness of profound feeling of nothingness in life
Anxiety = response to void in existence and meaning
Slide 8
4. Biological
Autonomic nervous system
Overstimulation of sympathetic
nervous system
Slide 9
Evolutionary
Adaptive
Need to react quickly to dangerous stimuli
Want to survive
Some anxiety, increased alertness improves
performance
Slide 10
Slide 11
25
http://www.counselling-for-the-health-of-it.com/beck-anxiety-inventory.html
Slide 12
Interpretation of Scores
Slide 13
Anxiety as a Disease
One of most common mental disorders
- 1 in 4 people meet diagnostic criteria for anxiety
D/O
Slide 14
Pathological Anxiety
Slide 15
4. Psychological effects
- worry or shame
- decreased concentration
- distorted perceptions
Slide 16
Non-pathological
State anxiety: acute (short-term)
Trait anxiety: long-term increase in anxiety
Pathological
6 categories with similar behavioral and physiological
characteristics by the DSM-IV (Diagnostic and
Statistical Manual of the American Psychiatric
Association Vol. 4)
Severely disrupts everyday life
Affects 20% of US population
Can display more than one
Slide 17
Generalized Anxiety Disorder (GAD)
Chronic
Anxious of future
Long-lasting worry
Insomnia
Unsure reasoning
5% lifetime prevalence (5% of US population
will have GAD at some point in their lives)
http://www.webmd.com/video/generalized-anxiety-disorder
Beni Luschers presentation. Penn State University. Feb. 06. and Gross, et al. 2004
Slide 18
Panic Disorder
Unpredictable
Brief but intense
Fear of dying/losing control
Recurrent
Common behavior: panic attack while
driving
3% lifetime prevalence
Slide 19
Specific Phobia
http://www.webmd.com/balance/video/managingphobias
Slide 20
Video: 2 min 20 s
Social Phobia
Occurs in or before experiencing unfamiliar
social settings
Fearful of interacting with others
Self-conscious
May intentionally avoid situations to prevent
anxiety
13% lifetime prevalence
http://www.webmd.com/video/too-scared-social-anxiety-disorder
Slide 21
Obsessive Compulsive Disorder (OCD)
(Tony Shalhoub)
suffers from OCD
Fig: http://ltc.uww.edu/showcase/Content/poormanp/monk.htm
Slide 22
Post-traumatic Stress Disorder (PTSD)
Caused by intensely stressful situation
Triggering of emotions by memories of
trauma (flashback)
Recurrent
Common in patients expose to combat
(formally known as shell-shock)
3% lifetime prevalence
Slide 23
Slide 24
Sensory
inputs
Sensory
gateway
Cerebellum
Anterior Cingulate, orbitofrontal,
subcallosal gyrus;
Planning, execution,
inhibition of responses,
extinction of fear response
memory
Emotional
valence
Hypothalamus
J Douglas Bremner, MD
Slide 25
Slide 26
Results
Susceptibility to
environmental stress
Hippocampus
Slide 27
PTSD
Slide 28
GABAA
-aminobutyric acid
GABA receptor
GABA is amino acid derived from glutamate
by glutamic acid decarboxylase
5-HT1A
5-hydroxytryptamine (serotonin) receptor
Serotonin is derived from tryptophan
Slide 29
Neurotransmitters
Norepinephrine (NE)
Slide 30
Serotonin (5-HT)-regulates/stabilizes mood
5-HT neurons project to: cerebral cortex,
limbic system, hypothalamusstress response
cascade
5-HT excess in anxiety 5-HT receptor
downregulation
5HT1A autoreceptors too much 5-HT
Slide 31
5HT1A receptor
resensitization
Slows down
neuronal impulse
5-HT release
Anxiety
Slide 32
Slide 33
Slide 34
Slide 35
Slide 36
Slide 37
Slide 38
Slide 39
Slide 40
Slide 41
Slide 42
Slide 43
Slide 44
Activations associated with specific anxiety
Trait anxiety
Social anxiety
A: Response in left amygdala and right anterior insula to emotional faces was significantly
associated with social anxiety.
B: Response in left amygdala and left anterior insula to negative faces was significantly associated
with trait anxiety.
Ball et al., 2012
Slide 45
VALIUM
(diazepam)
PROZAC
(fluoxetine)
INDERAL
(propranolol)
WELLBUTRIN
(bupropion)
Cognitive
Behavioral
Therapy (CBT)
Slide 46
Benzodiazepines (BZ)
Act on GABAA
receptors
Allosterically bind to
receptor
Enhance GABA binding
affinity
GABAA receptors have
binding sites for BZs
BZs work to increase
transmission of GABA
increased inhibition
ValiumR, XanaxR
Fig:
http://homepage.psy.utexas.edu/homepage/class/Psy332/
Salinas/Neurotransmitters/Slide14.GIF
Slide 47
Cons
http://www.youtube.com/watch?v=-pfG6yHAQ5U&feature=related
Slide 48
Slide 49
PROZAC
(fluoxetine)
INDERAL
(propranolol)
WELLBUTRIN
(bupropion)
Cognitive
Behavioral
Therapy (CBT)
Slide 50
Selective Serotonin Reuptake Inhibitors (SSRIs)
Fig: http://www.chm.davidson.edu/student/che105/fesantamarina/website/SSRIs.html
Katzung, et al. and Gross, et. al, 2002
Slide 51
Advantages and Disadvantages of SSRIs
Pros
Non-addictive
Non-sedative
Cons
Acts slowly (2-4 weeks after treatment)
Anxiogenic in small amounts, must use longterm
Katzung, et al., Gorden et. al., 2004, and Gross, et. al, 2002
Slide 52
Slide 53
VALIUM
(diazepam)
PROZAC
(fluoxetine)
INDERAL
(propranolol)
WELLBUTRIN
(bupropion)
Cognitive
Behavioral
Therapy (CBT)
Slide 54
Beta Blockers
Block adrenaline
Primarily used to treat
high blood pressure
Treat only physical
effects, not
psychological
Ideal for stage fright
LevatolR, LopressorR
http://www.mc.uky.edu/pharmacology/instruction/decor/ar/bhkbbl.jpg
http://www.mayoclinic.com/health/phobias/DS00272/DSECTION=7
Slide 55
Slide 56
PROZAC
(fluoxetine)
INDERAL
(propranolol)
WELLBUTRIN
(bupropion)
Cognitive
Behavioral
Therapy (CBT)
Slide 57
http://www.youtube.com/watch?v=4-kj66VKR0k
http://www.mayoclinic.com/health/phobias/DS00272/DSECTION=7
2 min 30 sec
Slide 58
Behavioral Therapy
Exposure to
adverse stimulus
(ex. spider phobia
therapy at right)
http://www.mayoclinic.com/health/phobias/DS00272/DSECTION=7
http://www.hitl.washington.edu/projects/exposure/
Slide 59
Behavioral therapy helps with controlling
anxiety psychologically and physically
Drug therapy helps with controlling
anxiety physiologically and chemically
Combination of behavioral therapy and
drug therapy give the most effective
results for combating anxiety
Slide 60
PROZAC
(fluoxetine)
INDERAL
(propranolol)
WELLBUTRIN
(bupropion)
Cognitive
Behavioral
Therapy (CBT)
Slide 61
Summary
Christina: It looks like you scored a 25. Heres how to interpret the score(slide).Not too serious, but it
definitely means that we need to address your anxiety as soon as we can before it escalates.
Now Id like to go over exactly what an anxiety disorder is
Allie: (Listen intently while I go over types of anxiety).
Christina: Now that we know a little more about how anxiety works, Im going to ask you some questions to
figure out what type of anxiety you have.
Allie: Answer no to the following except for the last one. Spoiler! You have social anxiety.
Christina: Ok, class, it looks like our patient here has social anxiety. Im just going to check one more thing.
Lets take a look at an fMRI to see what might be going on inside your brain. Im going to show you some
pictures and then well take a look at the scan. (Slide with emotional and neutral faces)So heres how you
reacted to the faces.
Allie: So what am I looking at?
Christina: Here you can see that your left amygdala and right insula are activated. This is something specific to
social anxiety, a type of state anxiety. If your image looked like the one on the right, we would think that you
have trait anxiety.
Allie: Is there anything you can do to help me?
Christina: Students, now that weve diagnosed her, maybe you can help me try to treat her anxiety.
Students will pick what drugs or therapy youll use and there are 5 options. Ill explain the mechanism of action
for each. Ultimately, we want you on 1 prescription drug paired with CBT. You can always say that you took
notes to help you remember what to say to the doctor.
If they pick:
Benzos (Valium)
Allie: I like how it works fast, but Im worried about getting addicted.
Prozac:
Allie: This took a long time to kick in, and I actually felt worst before I got better. After about a
month, I could definitely notice a difference.
Wellbutrin:
Allie: This took a long time to kick in, and its working
Inderal (beta blockers)
Allie: This really helped my heart rate when I knew I had an interview for a new job. Unfortunately, it
didnt really help me deal with the situation and I still felt pretty nervous.
Cognitive Behavioral Therapy:
Allie: I really liked meeting with my therapist. She taught me some strategies to help me cope with social
situations. I think Id like if I could pair this with something else as a safety net.
Christina: Ok, Allie, well Id like for you to continue your CBT and Im going to recommend that you continue on
the Wellbutrin. Ill write you a prescription for the beta blocker just in case. Good luck!
Allie: Thanks, doc!
(A) Objectives
1. Students will be able to:
a. Take notes to prepare for properly cited and organized writing assignments
b. Synthesize multiple sources to support their own words and ideas
c. Fix common writing problems
(B) Summary
To properly write papers in the sciences, one needs to be able to portray their ideas in a clear
and concise way, while properly citing sources. To be able to do this, students first need to learn what
the proper sources are for them to reference in papers for this class. Then they need to have a reliable
note-taking method that allows them to reference information that they want to use in their paper, and
immediately know what source it came from. Then they need to be able to organize all these bits of
information into a paper that flows logically. Students should then use the information they gathered to
support the thesis of their paper. In order to communicate this as clearly as possible, students should
avoid using jargon, that is, words that are particular to a field that are not otherwise widely understood.
Next, they should keep their readers attention by not interrupting important ideas with extraneous
details. Backward-linking will help readers through a long paragraph. These are the basics. When
students master these techniques, then they can feel comfortable and add their own style into their
papers.
Slide 1
Slide 2
Todays Objectives
Students will be able to:
Identify common writing problems
Identify key information from readings
Synthesize information from readings to
communicate their knowledge to various
audiences
Practice writing techniques to improve
communication skills
Slide 3
Editorials
Science
Blogs
Abstracts
Outreach
Technical
Writers @
pharma
Public
Policy
News briefs
Posters/
Presentations
Web
content
Protocols
Book
Reviews
Grants
Book
Chapters
Contacts for
collaboration
/mentoring
Slide 4
Importance of Publications
Critical to promotion
Critical to funding
Grant applications
Grant progress reports
Grant renewal applications
Slide 5
I am not
looking for a
book report!
This is a comical look at what sciencewriting should not be (but often is).
And Im not
looking for
fancy
science-talk,
either
(Calvin).
Slide 6
Hypothesize
present and analyze data
make conclusions
synthesize ideas
advocate one idea over another
interpret findings
Slide 7
If Calvin represents all that sciencewriting should not be, then what is good
science writing?
I emphasize that at this stage in their
education, they are not writing book
reports- simply summarizing what
others have written. Instead, instructors
are looking for your own interpretations.
Slide 8
http://grandstreetlibraryela.wikispaces.com/Plagiarism
Slide 9
Plagiarism
Plagiarism is . . . the appropriation of
another persons ideas, processes, results or
words without giving appropriate credit.
Plagiarism may be accidental or blatant and
there is even self-plagiarism. However,
students are held to the same standards
whether or not they knew they were
plagiarizing or whether or not they were
plagiarizing themselves or someone else.
https://www.msu.edu/unit/ombud/academic-integrity/plagiarism-policy.html
Slide 10
Blatant
Purposefully using someone else's ideas or work without
proper acknowledgment is plagiarism. This includes
turning in borrowed or bought research papers as one's
own.
Self
Turning in the same term paper (or substantially the same
paper) for two courses without getting permission from
one's instructor is plagiarism. In science, copying portions
of text from one of my own papers into another. Jurys out
on the methods section.
Accidental or Unintentional
One may not even know that they are plagiarizing. It is the
student's responsibility to make certain that they
understand the difference between quoting and
paraphrasing, as well as the proper way to cite material.
Defining plagiarism.
https://www.msu.edu/unit/ombud/acade
mic-integrity/plagiarism-policy.html
Slide 11
Slide 12
Accidental or Unintentional
Plagiarism
So can I just place quotation marks around it,
and everything is okay now?
Your job is to put everything in your own words
There will be very few instances in which you will
need to use direct quotes in science writing. Yes,
exceptions will occur.
Slide 13
How am I supposed to put this in my own words
when it has already been written perfectly?
Putting information in your own words is the
bare minimum.
A major goal in science writing is the synthesis
of ideas to support arguments and
interpretations
Slide 14
Your turn
Short writing assignments
Scholarly paper
Pamphlet
News article
Scholarly paper
Term paper
Slide 15
Turnitin
Consistent with MSUs efforts to enhance student learning, foster
honesty, and maintain integrity in our academic processes,
instructors may use a tool called Turnitin to compare a students
work with multiple sources. The tool compares each students work
with an extensive database of prior publications and papers,
providing links to possible matches and a similarity score. The tool
does not determine whether plagiarism has occurred or not.
Instead, the instructor must make a complete assessment and judge
the originality of the students work. All submissions to this course
may be checked using this tool.
Students should submit papers to Turnitin Dropboxes without
identifying information included in the paper (e.g. name or student
number), the system will automatically show this info to faculty in
your course when viewing the submission, but the information will
not be retained by Turnitin.
Slide 16
most people learn to write scientific papers by reading a
whole mess of scientific papers and trying to imitate their
style. Unfortunately, this process seems to entrench a lot of
bad habits. David Porush, A Short Guide to Writing About
Science
Slide 17
Slide 18
Idea 4
Idea 1
Idea 3
Botox
Idea 5
Idea 2
Slide 19
Google scholar
Pubmed
Web of Science
Association websites
Credible/acceptable sources
Slide 20
Notetaking
Slide 21
http://shsbanghart.pbworks.com/w/file/fetch/61633656/notetaking.pdf
Slide 22
http://www.dartmouth.edu/~acskills/success/notes.html
Slide 23
Start categorizing
Slide 24
Slide 25
Slide 26
Slide 27
Citations
Keep track of your references and citations as
you work
Slide 28
EndNote
RefMan
Zotero
Mendeley
http://scienceblogs.com/ethicsandscien
ce/2007/07/11/porush/
Slide 29
What is jargon?
Do you know the meaning? Dont use it
because you assume the instructor
understands- explain it to demonstrate that
you understand
Making terms and procedure into slang
The samples were
western blotted
centrifuged
Slide 30
Slide 31
Slide 32
Slide 33
Complex sentence
Plagiarism, from the Latin plagiarius, an abductor, and
plagiare, to steal, is defined by the White House Office
of Science and Technology Policy on Misconduct in
Research as . . . the appropriation of another persons
ideas, processes, results or words without giving
appropriate credit.
Grammatical subjects should be followed by their verbs
as soon as possible. (No subject-verb separation)
Readers expect information that is emphasized to occur
at the end of a clause or sentence.
Syntactic closure comes HERE, but it can also come HERE.
Slide 34
Slide 35
Writing Resources
Go to MSU library website, then catalog.
Search keyword scientific writing.
G. D. Gopen, J. A. Swan, "The Science of
Scientific Writing," American Scientist , 78:
550-58, 1990
The Writing Center at MSU |writing.msu.edu/
Slide 36
Writing rules
Synthesize information to support your own ideas
Keep track of citations at all times
KISS- word choices. Keep the sentence short.
Slide 37
Group Activity
Synthesizing Writing Exercise
Slide 38
Instructions
Work in groups of 3 students
Each Group: 3 short paragraphs from different
sources.
- Individual Work
Read and summarize ONE of the paragraphs
- Group Work
Compile all 3 summaries to make one concise summary
This lesson plan includes several instances of informal class participation, which works well in such a
small class, as well as a longer group exercise to put together all the aspects of learning that they
learned about. Thus, I am able to tell whether the students are following the objectives, and I am able to
keep them engaged with the various activities. Not only is this an improvement because this lecture and
guidance was not given to students before, but I think it is an improvement over lectures I have seen in
other classes because it has more examples and places for activities and student participation. This
can be a very dry topic, and if you already have heard this before it can be very boring. But even if you
have heard a similar lecture, you probably didnt have the activities to go with it, and thus you can
practice what you have learned and stay engaged.
As a group you will compiled all of the 3 summaries to make a single concise summary about
the topic.
Source 3: http://faculty.washington.edu/chudler/nsdivide.html
The nervous system is divided into the central nervous system and peripheral nervous system. The central
nervous system is divided into two parts: the brain and the spinal cord. The average adult human brain weighs
1.3 to 1.4 kg (approximately 3 pounds). The brain contains about 100 billion nerve cells (neurons) and trillions of
"support cells" called glia. The spinal cord is about 43 cm long in adult women and 45 cm long in adult men and
weighs about 35-40 grams. The peripheral nervous system is divided into two major parts: the somatic nervous
system and the autonomic nervous system. The somatic nervous system consists of peripheral nerve fibers that
send sensory information to the central nervous system AND motor nerve fibers that project to skeletal muscle.
The autonomic nervous system is divided into three parts: the sympathetic nervous system, the
parasympathetic nervous system and the enteric nervous system. The autonomic nervous system controls
smooth muscle of the viscera (internal organs) and glands. The enteric nervous system is a third division of the
autonomic nervous system that you do not hear much about. The enteric nervous system is a meshwork of
nerve fibers that innervate the viscera (gastrointestinal tract, pancreas, gall bladder).
attempt to understand how the nervous system controls our body the first key step is to
gain knowledge about the structure and function of neurons.
2. Student-Oriented Learning Objectives
- Specific objectives will be presented to the students to guide student learning process.
3. Structure and Function of Neurons
5. Assessment
As a way of assessing how well the students internalize the material a short quiz, such as the
one shown on the left, will be provided. This short test specifically is assessing what was stated
in the learning objectives at the beginning of the lecture. Ideally, students will complete this
before the end of the class period but they can also complete it as an assignment. The
discussions of the activities will also serve a mean of assessing students understanding of the
material.
may rise. Previously, this lecture was lacking this inter-lecture group activities and active learning was
therefore not promoted in students. This new lecture plan has incorporated active learning and
application of the material through the conduction of the group activities. Finally, this new lesson
plan has a second approach to assess student understanding of the taught material. This is the
practice quiz that students will complete either at the end of the class period or as an assignment. This
last activity will also work as a formative assessment helping the instructor identify misconceptions and
where the still poor or superficial understanding of the material. The most common errors can then be
discussed in the next class period for clarification.