SYLLABUS
College of Medicine
AY 2015-2016
Course title and number
Term (e.g., Fall 200X)
Meeting times and location
MEID 608 Neuroscience
Spring 2016
Variable, Bryan – Health Professions & Education Building
Course Description and Prerequisites
Integrates basic knowledge of central and peripheral nervous system structure and function with
vulnerability to injury/disease and the resulting dysfunctional consequences and pharmacotherapeutics
available to clinicians caring for patients with common neurological or psychiatric disorders. Common
presentation, diagnosis and treatments are discussed. Addresses related first and second year
competencies required to prepare students to begin clinical training in the third year of the medical
curriculum.
Prerequisites: Completion of Foundations of Medicine I & II (MEID 605 & 606)
Instructor Information
Name
Telephone number
Email address
Office hours
Office location
Block Directors
Gregg C. Allen, PhD
979-436-0329
gallen@tamhsc.edu
By appointment
Bryan, MREB 2002
Name
Telephone number
Email address
Office hours
Office location
Ursula Winzer-Serhan, PhD
979-436-0330
UWSerhan@tamhsc.edu
By appointment
Bryan, MREB 2100
Name
Telephone number
Email address
Office hours
Office location
Coordinator
Briana McKnight
979-436-0538
bmcknight@tamhsc.edu
By appointment
Bryan, CB1 4100
Learning Outcomes & Objectives
Neuroscience follows Foundations of Medicine I & II as the third block of the Pre-Clerkship curriculum
and runs 7 weeks. It focuses on one organ system (brain, spinal cord, peripheral and autonomic nervous
systems) from two clinical perspectives (e.g., neurological, brain-nerve disorders and psychiatric, mentalmind disorders). Upon completion of the Neuroscience block students will recognize basic anatomical
features of the human central nervous system (CNS) in neuroradiographic images, intact and sectioned
human brain material and digital images of counterstained sections throughout the neuraxis. Students
will also be able to identify basic nervous system functions mediating pain, sensation, vision, motor
control, coordination, consciousness, cognition and autonomic regulation mapped onto a threedimensional nervous system structure. Students will recognize clinical neurological procedures used to
identify, localize and evaluate lesions of the nervous system in patients with disorders such as peripheral
neuropathy, spinal cord or head injury, stroke, epilepsy, Parkinson's or Alzheimer's disease. Students will
recognize the hallmark characteristics of prominent mental disorders including depression, schizophrenia,
psychosis, post-traumatic stress, anxiety, personality, mood, substance abuse and suicide. Students will
be able to characterize major drug classes that act on the nervous system including identifying their
mechanism of action, primary clinical indications, duration of action and prominent side effects.
Date Created/Revised: __5.29.15_ By: _GCA_
Upon successful completion of the Neuroscience block students will possess an integrated basic
knowledge of nervous system structure and function; an understanding of basic concepts of neurological
and/or psychiatric disorders; and will recognize central and peripheral nervous system active drugs
available to clinicians to treat patients. These core principles are essential for successful experiences in
2nd year preceptorships, USMLE Step 1 exam, 3rd / 4th year clerkships and future medical practice!
COM Competency Based Learning Objectives: http://medicine.tamhsc.edu/academicaffairs/curriculum/objectives/
Principles and Guidelines for Curriculum Development:
http://medicine.tamhsc.edu/policies/pdf/curriculum-principles-guidelines.pdf
Upon completion of the Neuroscience block, students will be able to:
Course Objective:
COM Competency
Based Learning
Objectives
Taught
(T) and/or
Evaluated
(E):
Evaluation:
ICS3: Communicate
effectively with
patients, patients'
family members,
peers, and other
members of the
health care team
Taught
AND
Evaluated
Self & Peer
Assessment
PBLI1: Identify and
rectify deficiencies
in their knowledge
base and skill set
Taught
AND
Evaluated
Self & Peer
Assessment
PROF1:
Demonstrate an
understanding of
legal and ethical
principles governing
the physician-patient
relationship
Taught
AND
Evaluated
Self & Peer
Assessment
PROF8: Recognize
potential conflicts of
interest and
demonstrate
awareness of
appropriate courses
of action
Taught
AND
Evaluated
Self & Peer
Assessment
PROF11: Respond
to conflicts in a
professional manner
Taught
AND
Evaluated
Self & Peer
Assessment
PROF12: Project a
professional image
in demeanor and
personal appearance
Taught
AND
Evaluated
Self & Peer
Assessment
Foundations:
1. Communicate verbally and
nonverbally with the faculty,
administrative staff, physicians,
health care delivery personnel, and
others in an effective, appropriate,
and capable manner.
2. Demonstrate professional behavior
in all interactions with faculty,
administrative staff, physicians,
patients, family members,
caregivers, or other health care
providers, students, other
consumers, and payers in an
effective, appropriate, and capable
manner.
Date Created/Revised: __5.29.15_ By: _GCA_
3. Capacity to recognize and accept
limitations in one’s knowledge and
clinical skills, and a commitment to
continuously improve one’s
knowledge and ability.
4. Adopt, revise, and re-adopt as
necessary learning strategies for
achieving success in one’s medical
education that will provide a means
to maintain enthusiastic interest in
learning about the human body and
its abilities. Begin to develop a
level of confidence and
competence regarding the
physician’s role in helping others
maintain or restore normality.
PBLI1: Identify and
rectify deficiencies
in their knowledge
base and skill set
Taught
AND
Evaluated
Self & Peer
Assessment
PBLI1: Identify and
rectify deficiencies
in their knowledge
base and skill set
Taught
AND
Evaluated
Self & Peer
Assessment;
Exam Institutionally
Developed,
Written/
Computer-based
PBLI2: Incorporate
formative feedback
into personal
performance
Taught
AND
Evaluated
Self & Peer
Assessment;
Exam Institutionally
Developed,
Written/
Computer-based
PBLI3: Accomplish
learning and
improvement goals
with appropriate
self-directed
activities
Taught
AND
Evaluated
Self & Peer
Assessment;
Participation
PBLI4: Utilize
information
resources and
available data to
support life-long
learning
Taught
Participation
PBLI1: Identify and
rectify deficiencies
in their knowledge
base and skill set
Taught
AND
Evaluated
Self & Peer
Assessment;
Exam Institutionally
Developed,
Written/
Computer-based
PBLI2: Incorporate
formative feedback
into personal
performance
Taught
AND
Evaluated
Quiz
(written/compute
r-based)
PBLI3: Accomplish
learning and
improvement goals
with appropriate
self-directed
activities
Taught
Participation
Date Created/Revised: __5.29.15_ By: _GCA_
PBLI4: Utilize
information
resources and
available data to
support life-long
learning
Taught
Participation
MK1: Demonstrate
knowledge of normal
human structure and
function at the
organ-system,
tissue, cellular and
molecular level; and
of the interaction of
human systems in
maintaining
Taught
AND
Evaluated
Exam Institutionally
Developed,
Written/
Computerbased; Practical
(Lab); Quiz
(written/compute
r-based)
MK2: Describe the
basic mechanisms
involved in the
causation of human
disease and their
influence on clinical
presentation and
therapy
Taught
AND
Evaluated
Exam Institutionally
Developed,
Written/
Computerbased; Practical
(Lab); Quiz
(written/compute
r-based)
PBLI1: Identify and
rectify deficiencies
in their knowledge
base and skill set
Taught
AND
Evaluated
Exam Institutionally
Developed,
Written/
Computerbased; Practical
(Lab); Quiz
(written/compute
r-based)
PBLI2: Incorporate
formative feedback
into personal
performance
Taught
Participation
PBLI3: Accomplish
learning and
improvement goals
with appropriate
self-directed
activities
Taught
AND
Evaluated
Participation
Neuroscience:
1. The student will demonstrate an
integrated three dimensional
understanding of anatomical and
functional characteristics of the
normal central and peripheral
nervous system.
a. The student will identify the
gross, regional and
macroscopic anatomy, and
blood supply of the spinal
cord and brain.
b. The student will describe the
basic functional
characteristics of neuronal
systems supporting sensation,
movement, coordination,
consciousness, emotion and
cognition at a cellular and
system level.
c. The student will define
functional deficits for a patient
resulting from injury of the
brain, spinal cord or peripheral
nervous system.
Date Created/Revised: __5.29.15_ By: _GCA_
2. The student will list common
neurological and/or psychiatric
disorders and will define their
diagnostic characteristics.
a. The student will explain basic
methods used to diagnosis
common clinical neurological
problems including the
contribution of diagnostic
studies, patient history and
physical findings from the
neurological exam.
b. The student will define basic
methods used to diagnosis
common psychiatric disorders
including patient history,
recognition of specific signs
and symptoms identified
during psychiatric examination
and mental status evaluation
as well as diagnostic studies.
3. The student will identify major
classes of drugs used clinically
that exert actions on the brain,
spinal cord, peripheral and
autonomic nervous systems.
a. The student will describe
mechanisms of action of drug
classes at the molecular level.
b. The student will describe how
the mechanism of a drug
results in therapeutic benefit
or prominent side effects at
the level of the cell, tissue,
organ or integrated organ
systems.
c. The student will describe how
dose, route of administration
and pharmacokinetics impact
therapeutic benefit, side
effects, overdose toxicity and
drug-drug interaction.
4. The student will recognize the
importance of peer- and selfevaluation in medical training and
practice as well as demonstrate a
commitment to professional
responsibilities and behavior by
participating in peer- and selfassessment opportunities.
MK2: Describe the
basic mechanisms
involved in the
causation of human
disease and their
influence on clinical
presentation and
therapy
Taught
AND
Evaluated
Exam Institutionally
Developed,
Written/
Computerbased; Practical
(Lab); Quiz
(written/compute
r-based)
MK1: Demonstrate
knowledge of normal
human structure and
function at the
organ-system,
tissue, cellular and
molecular level; and
of the interaction of
human systems in
maintaining
Taught
AND
Evaluated
Exam Institutionally
Developed,
Written/
Computerbased; Quiz
(written/compute
r-based)
MK2: Describe the
basic mechanisms
involved in the
causation of human
disease and their
influence on clinical
presentation and
therapy
Taught
AND
Evaluated
Exam Institutionally
Developed,
Written/
Computerbased; Quiz
(written/compute
r-based)
PROF6: Work with
other health
professionals in a
collaborative fashion
Evaluated
Self & Peer
Assessment
PROF10:
Demonstrate
knowledge of
responsibilities to
patients, peers, and
other members of
the health care team
Evaluated
Self & Peer
Assessment
Date Created/Revised: __5.29.15_ By: _GCA_
PROF12: Project a
professional image
in demeanor and
personal appearance
Evaluated
Self & Peer
Assessment
PBLI2: Incorporate
formative feedback
into personal
performance
Evaluated
Self & Peer
Assessment
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Textbook and/or Resource Material
REQUIRED:
1) Neuroscience Laboratory Syllabus, 2006. Gelderd. (Available for free in electronic format when
course begins.)
RECOMMENDED:
1) Clinical Neurology: From the classroom to the Exam Room. Clark. ISBN: 978-0781773959.
2) Neuroanatomy Through Clinical Cases, 2nd ed. Blumenfeld. ISBN: 978-0878936137.
3) High-Yield™ Neuroanatomy, 4th ed. Fix. ISBN: 978-0781779463.
Grading Policies
There will be three examinations in the Neuroscience Block. Each exam will have an ExamSoft written
(single best answer) component and an ExamSoft laboratory practical (single best answer, short answer,
fill-in-the-blank) component. See the block schedule for dates of the material covered on these three
exams. Exams will include material from all lectures, the assigned reading materials and labs. For all
exams, the use of calculators or other devices is prohibited.
The final block grade will be based on the following:
Exam 1 = Written 22% + Practical 8%
30%
Exam 2 = Written 27% + Practical 8%
35%
Exam 3 = Writeen 19% + Practical 8%
27%
Neuro Lab Quizzes
6%
Pharm Self-Study Quizzes
2%
100%
Honors
Pass
Fail
GRADING SCALE
Up to, but not exceeding, top 15%
100 – 70
69 and below
Block Failure / Remediation:
Passing a block/course in Phase I and II requires that the student must have (1) an overall passing grade,
defined as a numerical grade equal or greater than 70, for the block/course and (2) a cumulative average
passing grade for all major assessments (examinations) within the block/course. Each individual Block
Grading Scheme will define what constitutes “major assessments.” The major assessments will make up
a minimum of 85% of the block/course grade. Block remediation will be required if a student fails to meet
both or either of the two passing criteria listed above for the block / course.
Date Created/Revised: __5.29.15_ By: _GCA_
All remediation exams will be faculty-generated comprehensive exams based on the block / course
content. The remediation exam date for each block will be announced at the orientation of each
block/course. Generally, the remediation exam will take place following each major holiday (e.g.,
Thanksgiving, New Year or Spring break).
If a student fails to pass this remediation exam, their name will be forwarded to the Student Promotions
Committee (SPC) for discussion of a possible additional remediation plan and/or disciplinary action.
All students who fail a course will be allowed to take the course remediation exam. That is, if the SPC
decision requires a student to repeat a year of instruction before the remediation exam has taken place,
the student is still allowed to take the remediation exam in order to improve their GPA by obtaining an F/P
for a block/course grade instead of just an F.
Students need to be aware of the fact that remediation of a failed block/course does not constitute
retaking the block/course. Successful remediation will not erase the F grade in the block/course.
Remediation is basically a second opportunity for a student to demonstrate that they have improved their
knowledge of the failed block/course subject matter to a level that is acceptable to the block/course
faculty. The block/course grade on the student’s transcript will be recorded as an F/P. The numerical
number sent to Student Affairs for GPA calculation will be one (1) grade point per credit hour which is
equivalent to a D in a letter grading system.
Attendance and Make-up Policies
Attendance at all lectures, seminars and small group sessions is expected. Attendance at laboratories,
clinical experiences and patient interactions is mandatory. It is the general feeling of the faculty that
non-attendance places students at a distinct disadvantage, both on exams and in their overall
professional training. Not infrequently, emphasis on important concepts is not readily apparent on review
of handouts or recordings and is overlooked by students not physically present during discussion.
Attendance at clinical learning opportunities is mandatory and failure to attend is considered
unprofessional and a breach of the expected doctor-patient relationship.
Examinations:
Attendance at all scheduled examinations is mandatory. Any student absent because of illness must
have a written justification from his or her physician. Every effort must be made to inform the Phase and
Block Leaders and/or Office of Student Affairs prior to the exam. Absence from an examination for other
reasons must be excused by the Office of Academic Affairs at least 2 weeks BEFORE the scheduled
examination or be brought about by serious circumstances. In all cases an absence request form must
be filled out and submitted through the Office of Academic Affairs in accordance with the Phase I and
Phase II Policy. All make-up examinations, if approved, must be taken no later than one week after the
student returns to class. Unexcused absence from an examination will result in an exam grade of
zero.
Late for Exams:
Students are expected to arrive 15 minutes prior to the scheduled start time for an examination.
**Any student who arrives after the doors to the exam hall have been closed (10 minutes before
the exam start time) shall not be allowed to enter the exam hall and shall not be allowed to take
the exam (or to that component of an examination if it is a multi-component examination).
Any student arriving for the exam after the doors have been closed and no more than 30 minutes late will
be permitted to take the exam at a later time; but the maximum grade the student can make is a 20 point
deduction from their earned exam grade. Arrival beyond 30 minutes to the exam will be considered
an absence. In that case, the student must submit an absence request through the Office of Academic
Affairs in accordance with Phase I and Phase II absence policy. If the student’s absence request
decision is that the absence is unexcused, the student will receive an exam grade of zero.
Date Created/Revised: __5.29.15_ By: _GCA_
If there are subsequent components to the examination, the student will be allowed to take those as long
as he/she arrives in time.
Course Topics, Calendar of Activities, Major Assignment Dates
Week
1
2
3
4
5
6
7
Topic
Neuroscience
EXAM 1 (12.18.15)
Neuroscience
Neuroscience
EXAM 2 (1.22.15)
Neuroscience
EXAM 3 (2.5.15)
Required Reading
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Other Pertinent Course Information
Lecture:
Each student is responsible for all information presented in each lecture including special announcements
and schedule changes. Lectures begin promptly at the hour designated on your schedule. Out of
courtesy to the lecturer and the other students, students are expected to be in their seats at the
prescribed time.
Laboratory:
Attendance at all laboratory sessions is mandatory. Scheduled and unscheduled quizzes will be
administered throughout the Neuroscience block and constitute 6% of your final Neuroscience block
grade.
GENERAL RULES AND INFORMATION FOR THE LABORATORIES
The Multiple Disciplinary Labs (MDLs) will serve as Neuroscience laboratories.
accessible evenings and weekends using your student ID card.
1.
They are

FOOD AND DRINKS ARE NOT ALLOWED IN THE MDLs.

UNDER NO CIRCUMSTANCES ARE ANY PICTURES TO BE TAKEN OF WILLEDBODY PROGRAM HUMAN MATERIAL.

DO NOT REMOVE BRAINS FROM THE MDLs.
Students will work in groups in the laboratory. Laboratory groups will be similar to those
assigned during Histology. Each group will be issued two brain buckets: one containing a
whole and a half brain, the other containing one set of coronal sections and one set of
horizontal sections. Brain buckets will be checked out during the first laboratory
session on Wednesday, December 9th, 2015. In addition, each group will be issued one
brain atlas (Fix: Atlas of the Human Brain and Spinal Cord, 2nd ed). This brain atlas will be
checked out during the first laboratory session on 12/9/15.
It is strongly
recommended that you bring your laboratory atlas to each laboratory session. It is
your group’s responsibility to use the atlases carefully. These will be returned to the library at
the end of the block. If damaged or lost, the appropriate adjustments or compensation with
the library must be made prior to submission of a block grade to the Registrar. NOTE: MAKE
SURE YOUR GROUP RETAINS YOUR OWN COPY OF THE ATLAS. IF YOU TURN IN A
DIFFERENT COPY THAN THE ONE CHECKED OUT, YOU WILL STILL BE FINANCIALLY
RESPONSIBLE FOR YOUR CHECKED OUT COPY.
Date Created/Revised: __5.29.15_ By: _GCA_
2.
The brain materials checked out to you in the laboratory must be handled carefully. DO NOT
POKE INSTRUMENTS INTO THE TISSUE OR PULL APART ATTACHED STRUCTURES.
THESE MATERIALS MUST BE PRESERVED FOR FUTURE CLASSES. If the brains you
are provided at the beginning of the block are extensively damaged during the duration of the
block, you may be required to donate yours prior to receiving a grade ;-)
3.
From time to time, demonstration materials will be on display in the laboratory during normal
laboratory hours.
You will be responsible for the information presented on these
demonstration materials.
4.
Laboratory Manual: Prior to the first laboratory session (12/9/15) please ensure you have
access to the web-accessible version of the Neuroscience Laboratory Manual. In addition to
the Laboratory Manual, the Neuroscience Slide Set (macroscopic counter-stained sections of
the human brain and spinal cord) and Neuroscience Lab Manual Supplement (annotated
slides from the Neuroscience Slide Set) are available for download on the Blackboard 9
website under MEID 608 Neuroscience. Students are encouraged to print a hard-copy of the
lab manual if it is more convenient.
5.
When disposing of any trash (e.g., gloves, paper towels) that has come in contact with
human brain tissue, PLEASE USE THE RED BIOHAZARD BAGS. Under no circumstances
are gloves to be placed into the “regular” trash receptacles.
6.
Neuroscience Laboratory Faculty:
Bryan
Gregg Allen, PhD
Diane Chico, PhD
Dave Earnest, PhD
John Hubbard, PhD, PT
Gary McCord, MD
Lee Shapiro, PhD
Mendell Rimer, PhD
College of Medicine
Professionalism and integrity Statement (Academic Honesty and Plagiarism)
All College of Medicine students are required to comply with the student code of conduct and the academic integrity and
honesty standards published in each component’s Student Handbook. Disciplinary action will be taken in accordance with
the policies of each component. Students found guilty of Academic Dishonesty will receive an “F”/Unsatisfactory in the
course. For a full list of actions qualifying as academic dishonesty, please review the College of Medicine Student
Handbook at http://medicine.tamhsc.edu/student-affairs/docs/handbook.pdf.
According to the Aggie Honor System Office, plagiarism is defined as the appropriation of another person's ideas,
processes, results, or words without giving appropriate credit. Intentionally, knowingly, or carelessly presenting the work of
another as one’s own (i.e., without crediting the author or creator). Plagiarism and other academic misconduct definitions
can be viewed on the Aggie Honor System Office website;
http://aggiehonor.tamu.edu/RulesAndProcedures/HonorSystemRules.aspx#definitions.
E-mail Access and FERPA
The College of Medicine is communicating all official information to students through the students’ TAMHSC e-mail
accounts. Please check the account frequently during the semester for updates.
This course is supported with web-based and/or e-mail activities. In order to take advantage of these additional resources
and participate fully in the course, you have been assigned an e-mail address by the Texas A&M Health Science Center.
Date Created/Revised: __5.29.15_ By: _GCA_
This e-mail address is for internal use only, so that faculty may communicate with you and the entire class. By registering
for this course, you are agreeing to allow your classmates to have access to this e-mail address. Should you have any
questions, please contact the TAMU’s Office of the Registrar at 979-845-1031.
The Family Educational Rights and Privacy Act of 1974 (FERPA), which the HSC complies fully, is intended to protect the
privacy of education records, to establish the rights of students to inspect and review their education records and to
provide guidelines for the correction of inaccurate or misleading data through informal and formal hearings. Students also
have the right to file complaints with the Family Educational Rights and Privacy Act Office of the Department of Education
in Washington, D.C., concerning alleged failures by the HSC to comply with the act.
Mistreatment of Students
The College of Medicine is committed to providing a positive learning environment in which students can meet their
academic goals based on mutual respect in the teacher/learner relationship. Both parties must be sensitive to the needs
of others and differences in gender, race, sexual orientation, religion, age or disability. As outlined in the Student
Handbook under the section titled Standards of Conduct in the Teacher-Learner Relationship, belittlement, intimidation
and humiliation are unacceptable for effective learning and undermine self-esteem. Breaches involving student
mistreatment may result in a faculty or staff member being sanctioned or the loss of faculty and/or staff appointment.
These policies address student mistreatment involving College of Medicine employees, residents, affiliate staff, or
patients. Mistreatment may be reported through the College of Medicine telephone hotline, 1(855)-397-9835 or through
an online form at http://medicine.tamhsc.edu/current/student-mistreatment-form.html. For a full list of reporting avenues,
please refer to the Student Handbook under the Mistreatment Policy.
Exposure and Occupational Hazard
The Needle Stick Policy and Bloodborne Pathogen Exposure information for Medical Students may be accessed in the
Student Handbook at: http://medicine.tamhsc.edu/student-affairs/docs/handbook.pdf
Note: More information is available on the aforementioned topics to all students on the College of Medicine website.
Date Created/Revised: __5.29.15_ By: _GCA_