Application of web-based neuroscience concepts in two settings

1. Application of web-based neuroscience concepts in two settings Lower motor neurons CNS PNS Kathryn Lovell, PhD; Michigan State University PA Stewart, Functional Neuroanatomy note: boundary between CNS and PNS; change from oligodendrocytes to Schwann cells forming myelin Introduction In addition, multiple images were utilized in short video recordings to explain laboratory objectives, help students understand the 3-dimensional perspectives of the CNS, and correlate with the required class digital atlas developed by Dr. J.I. Johnson. (http://learn.chm.msu.edu/NeuroEd/NOP552/index.html) The online tutorial, Neurons: Animated Cellular and Molecular Concepts, has been used in two classes in the Michigan State University College of Human Medicine (MSU-CHM) and College of Osteopathic Medicine (MSU-COM) to introduce basic concepts and/or to help students review concepts learned in a previous course. One class was a first year medical student course, Medical Neuroscience, taught for over 500 students in both colleges. Students reviewed prerequisite concepts in neurohistology and cellular mechanisms covered in the previous semester, as well as learning more advanced concepts. The second class, Introduction to Human Neuroscience, was for post-baccalaureate students in the MSU-CHM Advanced Baccalaureate Learning Program to prepare them to take the Medical Neuroscience course in spring semester with medical students. Methods UCLA Histology Collection; CC For the Medical Neuroscience course, images from the tutorial were used in an online lecture (left: powerpoint example), and a recommendation was made that students utilize the website and animations to fully review neuronal cell biology and synaptic transmission concepts. Images from multiple sources with Creative Commons license were combined to illustrate concepts and perspectives related to the fourth ventricle. Narration and further annotation explained the concepts. Publication Description For the post-baccalaureate students, many images from the website were used in the powerpoint slides for the live lectures, both cell biology topics and examples of other concepts, such as lower motor neurons (right). Some of the animations were shown in class. Specific chapters from the website were assigned for students as part of learning objectives. “This simple web-based tutorial was designed for students who have no background in neuroscience and who are struggling with basic concepts. It is intended to be used early in a course to bring such students up to the level of the remainder of the class. Basic events in neuronal function, e.g. establishment of the resting membrane potential, action potentials, neurotransmitter release, post-synaptic mechanisms and axonal transport, are explained using minimal text and interactive, two-dimensional animations. The interface is set up as a small booklet of eight chapters, each addressing one aspect of neuronal function.” (Stewart P, Wilson-Pauwels L, Cameron T, Neurons: Animated Cellular and Molecular Concepts. MedEdPORTAL; 2006; www.mededportal.org/publication/201.) Diagrams showing different perspectives were used to describe components of cranial nerves and show the correlation to nuclei (indicated below) in the class digital atlas (image from YakovlevHaleem collection). P. Stewart, Neurons website Results Summary Points • Open educational resources such as the Neurons website can be adapted for use in different ways for different audiences. • Interactive diagrams and animations, along with explanations, can be powerful learning tools to help students with variable backgrounds and learning styles master difficult concepts. • Web-based tutorials are effective instructional tools that can be utilized by students when needed and when appropriate. • Open educational resources (such as Creative Commons license) can be combined in unique and effective ways to meet the background of the learner, the objectives of the course, and to correlate with other required or recommended class materials. • Use of the Neurons website in the Medical Neuroscience course for first year medical students provided a clear, concise review of important neuroscience cellular concepts that many students did not remember from the previous semester, and gave them a good foundation for understanding the additional information presented (e.g. about different types of neurons and neurotransmitters). • Use of the Neurons website in the introductory course for post-baccalaureate students provided clear, easily understandable basic concepts for students with no neuroscience or neurophysiology background. • Recording of short video tutorials using Creative Commons or public domain images from various sources gave students in the first year Medical Neuroscience course the opportunity to preview laboratory objectives and see 3-dimensional aspects of structures. These were used, on a supplemental basis, by over half of the students in the course (data from log-ins recorded in ANGEL, the course management system). Over one-fourth of students using the videos accessed the same resource more than once. The online tutorials were available in several formats; for one topic the breakdown of format access was 67% streaming video, 20% downloadable file, 13% m4v (for iPod, etc.) Comments included the following: • The videos were a big help. I was having trouble putting everything together 3-D and they helped me to picture it. • The material was fantastic. It really helped me to figure out the 3-D orientation of the objectives. Table of Contents for “Neurons” website Example: overview in “Anatomy of a Neuron” chapter, introducing concepts of neurons and glia. Affiliation: MSU College of Human Medicine (CHM) and College of Osteopathic Medicine (COM); Dept. Neurology & Ophthalmology; College of Human Medicine Dean’s Office; Dept. Radiology/Division of Anatomy. Travel funding provided by CHM Dean’s Office and Dept. Radiology. Email: lovell@msu.edu Examples from “Neurotransmitter Release” and “Postsynaptic Mechanisms” chapters. Animations illustrate each step in synaptic transmission.