Neuroscience (PTRS 850)
(co-taught with Neuroscience Analysis of Occupational Performance - OCTH 455)

Syllabus

Details:
Physical Therapy Education, Univ. Kansas Medical Center
Fall Semester, 2007
4 Credit hours

 

Instructors:
Office:

 

Phone:

Office hours:

e-mail:

Jeff Radel, PhD                                
Occupational Therapy Education Dept.   
Rm. 3033 Robinson, KUMC
(913) 588-7195
Fridays, 1pm - 2pm & by appointment
jradel@kumc.edu

Nandini Deshpande, PhD

Physical Therapy & Rehabilitation Sciences Dept.

Rm. 3056 Robinson, KUMC

(913) 588-4343

Wednesdays, 1pm - 2pm & by appointment
ndeshpande@kumc.edu

 

 

 

The unfortunate reality is that faculty members have responsibilities other than those related to students. Please understand that even if we are unavailable when you stop by the office, we are committed to responding to the needs of students. If we are unavailable, take the time to send an e-mail or to leave a note with a secretary indicating other possible meeting times and a telephone number where you may be reached. We will contact you as soon as an opportunity presents itself.

Course meets on most Tuesdays & Thursdays from 8:00am - 9:50am in Wahl West Auditorium. Note that we will not meet during some class periods; please check the Course Timetable for details.

Note that you will be off campus during the month of October for fieldwork experiences. In order to maintain continuity of content and also remain in keeping with the academic calendar, you will be expected to study the Motor Systems tutorials on your own. These will be available on-line through the ANGEL portal, and so should be accessible for all students. You also will be expected to attend a series of lectures covering material related to motor systems - see your Course Timetable for details of when and where these lectures will take place.

 

Course Description: This course will introduce the principles of neuroscience and describe their application as relevant to rehabilitation scientists. The course will begin with the terminology of the nervous system, then cover the major functions of the peripheral, autonomic and central nervous systems. The manner with which these systems interact to produce appropriate responses to external demands will be discussed. The behavioral consequences of damage to each system will be integrated throughout. Particular emphasis will be placed on the sensorimotor role in perception and the control of movement.

Prerequisite: Successful completion of 3 semesters in the DPT curriculum, or permission of the instructor.

Concept map:
Text Box:

The Concept Map is a visual summary of the course content and how that content will be approached. A larger version of the concept map with course details is available to download as a .jpg image file.

 

 

Key Questions:

  1. How are structure and function of the human nervous system related to behavior and performance?
  2. How does the nervous system develop and change as it matures and ages?
  3. How are components of the nervous system interdependent with respect to function and behavior?
  4. How are etiology, clinical course, prognosis, and behavioral or social implications related to nervous system dysfunction?
  5. What similarities and differences exist among congenital or genetic anomalies, acute or chronic disease, and traumatic injuries in relation to human performance?

Teaching/Learning Experiences: This series of lectures and assignments will introduce students to basic concepts of neuroscience using an applied perspective. Interactive computer tutorials, case studies, primary source and review readings, discussions, and a visit to the anatomy laboratory will supplement the lectures.

Required Texts/Materials:

Neuroscience: Fundamentals for Rehabilitation by L. Lundy-Ekman. (2nd edition) W.B. Saunders Co.: Philadelphia (2002). Principles of neuroanatomy and neuroscience are presented, then applied through analysis of case studies. By emphasizing content related to clinical practice, students will gain insights in how neurological deficits may appear as functional disorders at a level appropriate for entry-level practice.

Recommended Resources:

  1. Principles of Neural Science by Kandel, Schwartz, and Jessell. (4th edition) McGraw-Hill (2000). Although the size of this book may be intimidating at first, it is a wonderful reference source. Complex ideas are presented in clear and simple language, and many aspects of human neurological function are used to illustrate concepts. This book is available in most medical libraries, but should be considered a primary reference for those learning about neurological function or working in related fields.
  2. Neuroanatomy: An atlas of structures sections and systems by Duane E. Harris (5th Edition) Lippincott Williams and Wilkins (1997).
  3. The Man Who Mistook His Wife for a Hat, and other clinical tales by Oliver Sacks, HarpersCollins Publishers: New York. This is for general interest (when you need a break from other textbooks). Written for the layperson, past students have found this book of case histories to be both interesting and informative illustrations of neurological dysfunction. Cases of neurological impairment are described with respect to the impact on a patient's life and behavior, clinical observations, and the neurological deficits which underlie the disorder. Many of the disorders we will discuss in class are described and discussed, but material presented in this book will not be tested in this course. Again, this one is for fun and interest (it's great reading on a beach over spring break). Carried by most book sellers, the KUMC bookstore, and public libraries.
  4. Any of a series of books for the layperson by Harold L. Klawans, M.D. Again, these are for general interest. Dr Klawans was a neurologist at Rush University who was well known for using interesting clinical cases in his teaching. He collected these cases studies and published them in a series of books. Dr. Klawan's cases are discussed with more attention to the underlying neurological aspects of the disorder than the cases discussed by Dr. Sacks
  5. You might consider purchasing a set of colored pencils or pens for use in class.

·  Web-based Resources:

Attendance Policy: Students will bear full responsibility for all materials relating to this course, including material presented in lecture, tutorials, discussions, and readings. Regular attendance, reading required materials prior to class, and asking questions about issues raised in class are suggested as efficient learning strategies. An anticipated absence should be discussed with the instructor prior to the class meetings. A cooperative approach to learning among students (i.e., study groups, review sessions) is encouraged strongly, and should be considered from the outset of this course.

Disability: If you require an accommodation because of a disability in order to complete the course requirements you should contact the instructor or the Equal Opportunity / Disability Specialist (913-588-7813, TDD 913-588-7963) as soon as possible so that appropriate accommodations may be considered.

 

Performance Expectations/Evaluation Methods/Grading Scale: Please note that learning assistance, academic performance enhancement, and psychological services at KUMC are free, confidential, and available at Student Counseling & Educational Support Services by calling 913-588-6580 or visiting G116 Student Center.

Competency quiz

2%

Pop quizzes

3% (total)

Disorder Outlines (3 x 5%)

15%

Exam #1

20%

Exam #2

15%

Exam #3

20%

Exam #4

25%

TOTAL

100%
  1. There will be one competency quiz for material related to gross anatomy of the central nervous system. 90% or greater must be obtained on this quiz in order to have achieved the required competency. The quiz is worth 2% of your course grade. It may be accessed through the ANGEL  portal.
  2. There will be periodic pop quizzes that will be worth 5-20 points each. They will cover recent course information, serving as a mechanism to develop mastery of content. Collectively, these will be worth 3% of your grade.
  3. You will be required to complete written summaries of three different disorders related to nervous system dysfunction. We have placed a Template for Disorder Summaries on-line and in your course packet. These summaries are intended to help students utilize resources available to them through traditional sources (library, journals) and more recent technologies (web-based sites, news groups). They also are intended to encourage students to become familiar with perspectives from the academic, clinical, and research domains. These summaries will be due by 4 pm on November 20, and each disorder summary will be worth 5% of your course grade.
  4. There will be four in-class exams, and each will take one class period to complete (1hr 50 minutes). While some factual knowledge will be tested, the primary goal of these tests will be to develop problem-solving skills. These tests will be worth 20%, 15%, 20% and 25% of your final grade.
  5. Any assignment submitted after the deadline will automatically lose one letter grade unless discussed with the instructor prior to the deadline.

Final grades will be assigned according to the following scale:

A

90% or higher overall

B

80-89% overall

C

70-79% overall

D

65-69% overall

F

below 65%

Remediation
There will be no opportunities to re-take a written examination or quiz, and no options for obtaining extra credit.

Additional information:

Statement on Disability: Learning assistance, academic performance enhancement, and psychological services at KUMC are free, confidential, and available at Student Counseling & Educational Support Services by calling 913-588-6580 or visiting G116 Student Center.

Any student in this course who, because of a disability, needs an accommodation in order to complete the course requirements should contact the instructor or the ADA/504 Coordinator (913-588-7813: TDD 913-588-7963).

Statement on Student Responsibility: It is the responsibility of each individual student enrolled in this course to monitor grades and progress. Graduate school policy as stated in the current Student Planner/Handbook under "grades" is quoted below.

"The basic system in the Graduate School is an A, B, C, D, F system, where A designates above-average graduate work; B, average work; C passing but not average graduate work; D and F, failing graduate work. (D and F work does not, of course, count toward a degree)"

and

"If the student falls below a 3.0 GPA in any semester or term, that student will be placed on academic probation."

If a student feels that he/she is not doing satisfactory work at mid-term, the student is responsible for making an appointment with the course instructor and/or his/her faculty advisor to design a plan of improvement.

Statement on Affective Issues or Professional Behavior: Students will bear full responsibility for all materials relating to this course, including lectures, discussions, readings, and tutorials. Regular attendance, reading before class, and participation in discussions are expected. An anticipated absence should be discussed with the instructor prior to the class meeting. Behaviors such as chronic absenteeism, tardiness, disruptions, or disrespect do not demonstrate professionalism and will not be tolerated by the instructor.

Statement of Acceptance: Any student who does not understand and/or accept the contents and terms of this syllabus must notify the instructor in writing within one week after receiving this syllabus.

Class Evaluations: An important part of all learning and teaching is regular evaluation. Your evaluation of the instructors and the course content will be very important for helping to continually improve this classroom experience. We feel that student evaluations are particularly helpful in gauging the quality of a course and its content. Your evaluations will be taken seriously, and they deserve your careful thought. For this reason, two sample forms appear as part of the packet for this course - one for a mid-semester evaluation and another for an end of term evaluation. These samples are presented so that as the term progresses you may think about the things that make this a good course and the things that could stand to be improved. We encourage you to jot these things or ideas down as they occur, rather than waiting to fill an evaluation out at the last minute. You can then copy your accumulated comments onto the form we will supply in class. Be proactive - this is a good opportunity for you to help us teach more effectively.

For a schedule of class meeting times, topics to be covered, and assigned materials, please refer to your information packet, or visit the electronic version for PT students Timetable.

End of PTRS 850 syllabus