Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience最新文献

Compared to traditional teaching laboratory activities, course-based undergraduate research experiences (CUREs) can increase student engagement and confidence, improve scientific literacy, enhance critical thinking, and promote accessibility in STEM. Here we describe a versatile CURE for an upper-level Neurobiology course that incorporates genetic, molecular, cellular, and behavioral experiments into a semester-long investigation to identify genes important for glutamate synapse formation or function in C. elegans. Following introduction to the CURE approach and basic C. elegans techniques, students construct their own low-cost optogenetics rigs, which we describe in detail here, to activate a mechanosensory escape reflex via photostimulation. They then perform a small-scale RNAi screen with this light-activated behavioral readout. Once a gene of interest is identified, students submit a proposal to investigate the role of this gene in nervous system function and spend the rest of the semester carrying out follow-up experiments using mutant strains. We also describe ways in which this CURE can be modified depending on the pedagogical objectives, availability of materials, or research interests of the instructor. Participating in this lab significantly enhanced students' abilities to see themselves as STEM professionals and prompted students to report substantial gains in skills critical for entry into and success in graduate and medical schools. In addition to the benefits CUREs provide to students, faculty benefit from the generation of preliminary data and training of students for potential independent research projects.

Teaching scientific literature analysis skills is a critical step in research training. Here I describe a 6-week skill-building module on understanding scientific literature, incorporated into a 10-week undergraduate honors research practice course in Neuroscience. Key pedagogical components include: 1) student-centered active-learning, skill-building and community-building activities; 2) persistent adoption of a proven CREATE method and a novel curate scientific summary (CSS) method for teaching scientific literature analysis skills; 3) collaborative class organization consisting of persistent learning pods (PLPs) to facilitate student-driven participation and peer learning; and, 4) role play of a real research lab. Skill development was assessed using a self-assessment survey (SAS) and longitudinal evaluation of the CREATE and CSS methods application by the PLPs to analyze primary research articles (PRAs) over four weeks. Outcomes demonstrate alleviation of pre-existing student anxiety to read complex scientific literature and advancement of critical-thinking and collaborative skills. Specifically, the SAS responses indicate that student perception about reading scientific literature transformed from being a daunting task to an enjoyable activity; this enhanced their confidence in evaluating scientific literature. PLPs fostered student engagement, peer instruction, and community building, and contributed to skill development. Weekly assessment of CREATE and CSS application highlighted marked improvements in students' abilities to analyze and critique complicated scientific material. Role playing a research lab setting with a focused research theme facilitated integrative understanding of a frontier topic in Neuroscience. The outlined innovative approach can be adopted in Course-based Undergraduate Research Experience (CURE) and should help contribute to systematizing didactic practices to train neuroscientists.

The gate control theory of pain postulates that the sensation of pain can be reduced or blocked by closing a "gate" at the earliest synaptic level in the spinal cord, where nociceptive (pain) afferents excite the ascending interneurons that transmit the signal to the brain. Furthermore, the gate can be induced to close by stimulating touch afferents with receptive fields in the same general area as the trauma that is generating the pain (the "rub it to make it better" effect). A considerable volume of research has substantiated the theory and shown that a key mechanism mediating the gate is pre-synaptic inhibition, and that this inhibition is generated by depolarizing IPSPs in the nociceptor central terminals (primary afferent depolarization; PAD). Both pre-synaptic inhibition and depolarizing IPSPs are topics that students often regard as matters of secondary importance (if they are aware of them at all), and yet they are crucial to a matter of primary importance to us all - pain control. This report describes some simple computer simulations that illustrate pre-synaptic inhibition and explore the importance of the depolarizing aspect of the IPSPs. These concepts are then built into a model of the gate control of pain itself. Finally, the simulations show how a small change in chloride homeostasis can generate the dorsal root reflex, in which nociceptor afferents generate antidromic spikes which may increase neurogenic inflammation and actually exacerbate pain. The hope is that the simulations will increase awareness and understanding of a topic that is important in both basic neuroscience and medical neurology.

Case studies are a high impact educational practice that engage students in collaborative problem solving through storytelling. HITS, an NSF funded research coordination network dedicated to exposing students to high-throughput discovery science, drove creation of this case. In this case, students imagine themselves as researchers developing new therapeutic drugs for epilepsy. Specifically, students work with the Allen Cell Types Database, which is the result of collaborative, interdisciplinary open science. Neurosurgeons partnered with the Allen institute to provide living human brain tissue for electrophysiological, morphological, and transcriptomic study. Students collaborate to collect and organize data, investigate a research question they identified, and perform fundamental statistical analyses to address their question. By leveraging the unique Cell Types dataset the case enhances student knowledge of epilepsy, illuminates high-throughput scientific approaches, and builds quantitative and research related skills. The case is also versatile and was implemented in two distinct courses. The case can also be taught in different modalities, in person or remote, with a combination of synchronous and asynchronous work. Indirect and direct measures along with quantitative and qualitative approaches were used for case assessment and improvement. Students performed well on case related exam questions, reported high confidence in their achievement of the learning outcomes, and enjoyed the case's link to neurological disease, real research data and advanced technological approaches. Our assessment findings and instructor implementation experiences are also included to facilitate the adoption or adaptation of the case for a variety of courses and/or modalities in neuroscience and STEM related curricula.

Scientific communication has become more important than ever before, yet most scientists are not trained in how to communicate their research findings to the general public. The PopScience assignment is a semester-long writing and oral communication project that focuses on how to communicate primary scientific literature to the general public. The overall goals of the PopScience project are to teach students how to: 1) critically evaluate neuroscience primary literature, and 2) translate and convey primary literature findings to a lay audience. Students completed a pre- and post- assignment perceptive assessment to evaluate the skills they obtained (e.g., reading comprehension and critical thinking), and the effectiveness of the assignment in improving these skills. Students reported that overall, the assignment improved their ability to read primary literature articles and explain them to a lay audience. Self-evaluation and professor assessments suggest the PopScience assignment also improved student's ability to integrate and summarize results from multiple sources, as well as identify and explain neuroscience terminology that often leads to confusion for lay audiences. In conclusion, this assignment teaches students how to communicate basic neuroscience to the general public, a skill that continues to be critical in successful scientific careers.

Psychopharmacological concepts such as pharmacokinetics, pharmacodynamics and drug interactions can be difficult to illustrate within the college classroom. In this demonstration, students consume poppy seed-containing food items, assess opioid content in their oral fluid using commercial drug test kits, and relate the findings to learned materials, its real-life applications, and relevant societal implications. This demonstration can clarify processes such as drug absorption, distribution, metabolism, and excretion (ADME), broaden the review of information relevant to opioids mechanisms of action, and facilitate the discussion of topics such as drug abuse, dependence, and addiction, as well as drug development, testing, policy, and enforcement. Instructors can employ different experimental designs, create dose-dependent/timeline detection plots, or allow students to construct their own experiments, assessing possible mediators of opioid detection. The demonstration can also be utilized to discuss scientific myths, truths, data misinterpretation and misrepresentation. Several optional protocols are provided, required materials are indicated, and discussion points are suggested.

Optogenetics has made a significant impact on neuroscience, allowing activation and inhibition of neural activity with exquisite spatiotemporal precision in response to light. In this lab session, we use fruit flies to help students understand the fundamentals of optogenetics through hands-on activities. The CsChrimson channelrhodopsin, a light-activated cation channel, is expressed in sweet and bitter sensory neurons. Sweet sensory neurons guide animals to identify nutrient-rich food and drive appetitive behaviors, while bitter sensory neurons direct animals to avoid potentially toxic substances and guide aversive behavior. Students use two-choice assays to explore the causality between the stimulation activation of these neurons and the appetitive and avoidance behaviors of the fruit flies. To quantify their observations, students calculate preference indices and use the Student's t-test to analyze their data. After this lab session, students are expected to have a basic understanding of optogenetics, fly genetics, sensory perception, and how these relate to sensory-guided behaviors. They will also learn to conduct, quantify, and analyze two-choice behavioral assays.

Determining the state of consciousness in patients with disorders of consciousness is a challenging task because for someone to be deemed conscious, both wakefulness and awareness are required. Awareness has traditionally been assessed by examining physical responsiveness but in 2010, Monti et al. explored how using fMRI to measure brain activity in humans could help reclassify the state of consciousness in these patients. The findings, published in The New England Journal of Medicine, show that some brain regions are active when patients respond to an imagery or communication task. This is a seminal study because it demonstrates that patients who behaviourally appear to be in a vegetative or minimally conscious state may still have residual brain functions that would not be apparent from a clinical examination alone. Notably, it exemplified how fMRI can be repurposed as a communication tool for this subset of aware, but 'locked in', patients who appear unresponsive. From an educator's perspective, this paper is valuable because it is relevant to a broad audience, both introductory and advanced level undergraduate students. It introduces key concepts in cognitive and clinical neuroscience and encourages students to consider the connections between social issues and technology development in neuroscience. Finally, educators may use this paper to discuss and debate the nature of consciousness and the ethical implications that the use of fMRI for determining consciousness may have on medical ethics.

Neuroscience is a burgeoning and intensive undergraduate major at many institutions of higher education and several areas in neuroscience education need further development. One such needed development is an increased focus on the procurement of career-relevant skills in addition to the traditional acquisition of subject knowledge. Skill development is particularly challenging in neuroscience education as the subject's interdisciplinary nature provides an atypically broad range of potential careers for graduates. Skills common to many careers in neuroscience include the ability to understand and analyze quantitative data and to draw conclusions based on those analyses. Here is presented an active learning pedagogical approach involving the analysis of seminal articles in the primary scientific literature to provide practice in analyzing data and drawing conclusions from those data while at the same time learning the fundamental tenets of synaptic transmission. Articles were selected that highlight principles such as the role of Ca²⁺ in synaptic release, exocytosis, quantal release, and synaptic delay. Figures from these articles that can readily be used to teach these principles were selected, and questions that can help to guide students' analysis of the data are also suggested. Activities like this are needed in greater numbers to facilitate the process of helping students gain skills relevant to a productive career in neuroscience.

Pedagogical experiences prior to a career in higher education are limited, particularly for interested undergraduates. We detail here the experience of an undergraduate mentored in pedagogical techniques such as topic and reading selection, assessment creation and grading, and classroom management. Their pedagogical training included co-instructing a course with their mentor. The mentee found the experience to be rewarding, learning the areas in which they excelled and struggled. For the mentor, this was a valuable opportunity to reflect on their own pedagogical choices and techniques. The process provided a new perspective for each of us as we viewed the course through the lens of the other person. More opportunities for undergraduates to undertake similar roles may strengthen teaching in higher education and grant early career experiences to interested individuals. Though rewarding, course construction and implementation is time-consuming and difficult. Balancing time and effort beyond the class is a required skill, and frequent communication between the mentee and mentor is necessary.