NEUROSCIENCES ORGAN SYSTEM

1. NEUROSCIENCES ORGAN SYSTEM New Curriculum 2002

2. AGENDA • Overview of curriculum: Goals • Overview of Neurosciences Organ System • Handouts • Exam Questions • Lectures • Small Group Sessions • Large Group Discussions • Support

3. AGENDA • Overview of curriculum: Goals • Overview of Neurosciences Organ System • Handouts • Exam Questions • Lectures • Small Group Sessions • Large Group Discussions • Support

4. Support • In your packet is a document that lists the support services provided by the MDL Staff.

5. AGENDA • Overview of curriculum: Goals • Overview of Neurosciences Organ System • Handouts • Exam Questions • Lectures • Small Group Sessions • Large Group Discussions • Support

6. New Curriculum: Goals Mission Statement: The new curriculum will be designed to enhance the understanding and clinical relevance of the basic sciences and to improve student's problem-solving and independent study skills. The curriculum will be based upon the use of cases and will increasingly incorporate small group learning, directed self-study and newer instructional technologies."

8. Overview of Curricular Changes (Cont.) Specific scheduling changes: • Only 4 contact hours/day (8-12 MWTF, 1-5 Tu) • No more than 2 lectures/day • Lectures are 50 minutes (Not 1 hour)

9. AGENDA • Overview of curriculum: Goals • Overview of Neurosciences Organ System • Handouts • Exam Questions • Lectures • Small Group Sessions • Large Group Discussions • Support

10. Neuroscience Objectives The student should be able to: • Describe the normal structure and function of the nervous system. • Recognize major neurological and psychiatric disorders and to differentiate their anatomic, physiologic, and pathologic basis. • Analyze and anticipate the biological, psychological, and sociological issues that accompany neurological and psychiatric disease. • Describe the current basis of treatment for common neurological and psychiatric disorders. • Explain these disorders to a lay person.

11. Overview of the Neurosciences Organ System • 9 week system • 2 Exams • A Midterm on 4/9/02 • Two days of Integrated Final Exam 5/2-5/3/02 • Early: emphasis on Basic NA, GA, NP, • Late: emphasis on Complex NA, Disease processes /Pharmacology/Psychiatry • Cases • MAATM

12. Subdisciplines represented: OLD YEAR 1 Neuroanatomy Head and Neck Gross Anatomy Neurophysiology Neurochemistry OLD YEAR 2 Neurology Psychiatry Pharmacology Neuropathology Microbiology Neurosurgery Neuroradiology Ophthalmology Neurosciences Overview

13. Subdisciplines represented: 160 hours total Neuroanatomy/Neurophysiology 31% Head and Neck Gross Anatomy 17% Neurochemistry/Pharmacology 14% Neurological Disorders (Neurology/Neurosurgery/ Ophthalmology, Psychiatry) 16% Neurological Disease Processes (Neuropathology/Microbiology/ Neuroradiology ) 12% Cases (Integrated) 10% Neurosciences Overview

14. CASE THEMES OF THE WEEK Can be viewed on a password protected website: Contact jgarner@usc.edu and URL, userID and password will be emailed to you. Cases: Contact Dr. Garner for case information.

15. MONDAY AFTERNOON AT THE MOVIES!!!! • CLINICAL VIDEOS/SCIENTIFIC VIDEOS RELEVANT TO THE WEEK’S LECTURES • Nova/PBS series on Special Senses and Brain • Clinical Movies (Movement disorders, Epilepsy, Alzheimer’s disease) • FEATURE FILM plus Informal Discussion • Awakenings • Hilary and Jackie • One Flew over the Cuckoo’s Nest • Girl, Interrupted

16. AGENDA • Overview of curriculum: Goals • Overview of Neurosciences Organ System • Handouts • Exam Questions • Lectures • Small Group Sessions • Large Group Discussions • Support

17. HANDOUT DEADLINES! • For the first 5 weeks of the course: FEBRUARY 4 • For the last4 weeks of the course: March 4

18. Handout Guidelines (2) • 6 page limit • “Context” • Underscore the important points of your lecture – not the definitive chapter on your lecture subject. • PRIORITIZE the information.

19. HANDOUT GUIDELINES (3) MUST contain • Learning objectives • Lecturer name and contact information • Date and time of the lecture • Title of the lecture • Subdiscipline

20. Handout Guidelines (4) SHOULD NOT contain • Irrelevant information (“for completeness”) • Should be information that relates to Learning objectives • Too detailed information (Are you putting material in that you would never test on?) • Inappropriate information– remember these are 1st year medical students not residents, or even 3rd or 4th year medical students in rotations.

21. AGENDA • Overview of curriculum: Goals • Overview of Neurosciences Organ System • Handouts • Exam Questions • Lectures • Small Group Sessions • Large Group Discussions • Support

22. EXAM QUESTIONS • In your packet there is a handout about Exam Question Guidelines as well as a number of examples of ways to ask questions.

23. EXAM QUESTIONS • EACH QUESTION MUST RELATE TO A SPECIFIC LEARNING OBJECTIVE –Please indicate the learning objective on your submitted exam question. • 3-4 multiple choice questions per hour of lecture and 1-2 questions per hour of lab • You are not limited to multiple choice. If you would like to have practical questions, short essay or essay questions on the exam, just let us know beforehand so we can work out the logistics. • Use format suggested on handout (USMLE format) • If you have questions about your questions-- contact the Curriculum Office

24. EXAM QUESTIONS: DEADLINES • FOR THE FIRST EXAM (1st 5 weeks) • DEADLINE is MARCH 5, 2002 • FOR THE SECOND EXAM (cumulative) • DEADLINE is March 29, 2002

25. AGENDA • Overview of curriculum: Goals • Overview of Neurosciences Organ System • Handouts • Exam Questions • Lectures • Small Group Sessions • Large Group Discussions • Support

26. LECTURES • Level • Context • How much? • Learning objectives • 50 minutes

27. LECTURES • Level Many students are just out of university. They have just heard the words “medulla” and “pons” for the first time…….. It seems simple to you, but…..

28. LECTURES • Context Look at the schedule to see what precedes your lecture. Curriculum website contains all learning objectives from other lectures. http://medweb.usc.edu contact Ray Mosteller, MDL staff, or Curriculum office if you have difficulty accessing this information. Draw comparisons---relate your lecture material to relevant “Case” material.

29. LECTURES • How much to give? Depends…. How much can the student realistically remember? Power of “three” Clear priority in lists Outside reading Is it required or recommended? How much is reasonable?

30. LECTURES • Learning objectives 5-6 per lecture, recommended Written as skills the student will have after the lecture Year II objectives: Global vs detailed (this format is fine---just make sure you indicate which objectives are global and which are detailed. Please think about these again when putting your handout together…your exam questions will have to relate to them.

31. LECTURES 50 minutes The lectures are 50 minutes NOT 1 hour. If you lose track… we will gently remind you …..please wrap it up as soon as possible after the reminder. (hooks, trapdoors, or fire hoses won’t be used until after the first two reminders)

32. AGENDA • Overview of curriculum: Goals • Overview of Neurosciences Organ System • Handouts • Exam Questions • Lectures • Small Group Sessions • Large Group Discussions • Support

33. Small Group Sessions • Different types depending on discipline and faculty: Laboratories to discussion groups • Weekly case discussions: “integrated” • More than one faculty member per MDL—you may be working with a number of faculty from different departments---should make for good discussions! • Faculty On-line---This is a way to have a single faculty member be available to all students in the MDLs, using instant messaging. The faculty member sits in the Computer Room on the second floor for one hour and can be reached from the computers in each MDL. All questions and answers will be displayed in each MDL. Contact Dr. Garner if you need to have someone be on-line for a discussion session!

34. Small Group Sessions Majorcomplaints of students: • “perceived” inconsistency across classrooms • student “migration” This is a problem because -- • The whole point of small group discussions is that they are in SMALL groups to provide the best opportunity for ALL students to participate. • When large-scale “migration” occurs it is both unfair to the students resident in a particular MDL, as well as unfair to faculty member who cannot teach as effectively in that situation.

35. Small Group Sessions As part of the introduction to this system, we will be informing the students that they are not to migrate to non-assigned MDLS. If the students have complaints about the teaching in the MDLs they will be asked to communicate any potential problems to the Co-Chairs of the System. An additional, important way of dealing with the problem is to strongly encourage faculty in the rooms to which students are migrating, to be vigilant in asking the students to return to their assigned MDLs, and asking the students resident in the MDL to politely ask non-resident students to go to their own MDL.

36. Small Group Sessions • If you have concerns about your small group teaching – • There are workshops and mentoring offered: Contact Medical Education (Elza Mylona, mylona@usc edu , 2-2393) or Center for Excellence in Teaching (Danielle Mihram dmihram@usc.edu, Morgan Grether mgrether@usc.edu, x0-7591)

37. AGENDA • Overview of curriculum: Goals • Overview of Neurosciences Organ System • Handouts • Exam Questions • Lectures • Small Group Discussions • Large Group Discussions • Support

38. LARGE GROUP DISCUSSIONS • Again, for information and teaching tips, contact Medical Education or the CET • Power Poll or wInquiry • Audience Response System • Literature available from Dixie Fisher in Medical Education (x 2-1600) • For technical assistance: Reuben Elias (x 2-2197)

39. Questions? • Contact Judy Garner or Christi Heck for Neuroscience organ system questions • Contact the Curriculum Office or the system chairs for handout and exam questions • Contact the MDL staff for questions about presentations or necessary materials.