Students
PSYN855 – Neuroanatomy for Neuropsychologists
2017 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Joanna Fardell
Contact via 02 9382 3114
UNSW
by appointment, preferably before or after class
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MClinNeuro or DClinNeuro
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
In this unit students explore the human brain, and examine the neuroanatomical and behavioural consequences of brain damage. The unit adopts the standard correlative neuroanatomy approach, discussing development of the nervous system and the anatomy of the mature nervous system (the brain stem and associated structures, diencephalon, and telencephalon; blood supply; white matter pathways; ventricles; and meninges).
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- describe the ways the nervous system is classified and know how this classification system came about
- be able to describe the meaning of key terms used in neuroanatomy and neuropsychology
- conceptualise the relationship between different components of the same system (e.g., the pyramidal and extra-pyramidal components of the motor system)
- identify brain structures ( including cortical and subcortical structures and blood vessels) and explain what is known about their role in producing behaviour
- explain the anatomical basis of the disorders commonly seen in clinical practice and uncommon disorders
- present a critique of a published single case with acquired brain injury
- describe the relationship between anatomical findings and pattern of behavioural changes in a published single case study
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Critique recent case | 10% | No | various |
| case report | 35% | No | 1 May |
| multiple choice test | 25% | No | 10 April |
| Exam | 30% | No | 22 May |
Critique recent case
Due: various
Weighting: 10%
As a group exercise (n= 4) students will present and critique a recently published single case. Each group will do this once. I’ve selected the single cases. An important goal is to discuss the cases in an interactive manner. I hope that with a little planning and advance preparation, the case presentations will be a stimulating and enjoyable experience for all.One group of students will present the case: background to the disorder, detail of the case including the CT or MRI scans, details of the tests conducted and what was found, what conclusions can be drawn like they were presenting at a case conference at a hospital. They will also critique the conclusions and comment of what additional data would clarify the conclusions. The remaining students (probably 3 groups of 4) will ask at least two questions.
On successful completion you will be able to:
- conceptualise the relationship between different components of the same system (e.g., the pyramidal and extra-pyramidal components of the motor system)
- identify brain structures ( including cortical and subcortical structures and blood vessels) and explain what is known about their role in producing behaviour
- explain the anatomical basis of the disorders commonly seen in clinical practice and uncommon disorders
- present a critique of a published single case with acquired brain injury
- describe the relationship between anatomical findings and pattern of behavioural changes in a published single case study
case report
Due: 1 May
Weighting: 35%
Make a power point presentation as if you were presenting this case (in a journal article supplied by Jo) to colleagues at a university seminar. In a maximum of ten slides (not including title slide, which must include your name and student number, and references) include
- a description of the case and context
- the research question: what link was the author trying to establish? include why this is an interesting question
- the neuroanatomical and test data
- information about the tests chosen, what they measure and their appropriateness
- what conclusion was drawn
- what additional data would strengthen or diminish the conclusion
- any criticisms. There is no need to include criticisms such as the need for more unspecified research or the problem of generalisability per se. Focus on the data collected and the conclusions. Submit via the Ilearn site by 5pm on the due date
On successful completion you will be able to:
- conceptualise the relationship between different components of the same system (e.g., the pyramidal and extra-pyramidal components of the motor system)
- identify brain structures ( including cortical and subcortical structures and blood vessels) and explain what is known about their role in producing behaviour
- explain the anatomical basis of the disorders commonly seen in clinical practice and uncommon disorders
- present a critique of a published single case with acquired brain injury
multiple choice test
Due: 10 April
Weighting: 25%
There will be a 40 item multiple choice test held on 10th April 2017. Questions will be drawn from the material presented in lectures.
On successful completion you will be able to:
- describe the ways the nervous system is classified and know how this classification system came about
- be able to describe the meaning of key terms used in neuroanatomy and neuropsychology
- conceptualise the relationship between different components of the same system (e.g., the pyramidal and extra-pyramidal components of the motor system)
- identify brain structures ( including cortical and subcortical structures and blood vessels) and explain what is known about their role in producing behaviour
- explain the anatomical basis of the disorders commonly seen in clinical practice and uncommon disorders
- present a critique of a published single case with acquired brain injury
Exam
Due: 22 May
Weighting: 30%
In this exam you will be required to label photographs of brain structures and answer short answer questions. Questions will be drawn from the material presented in the practical sessions and the lectures.
On successful completion you will be able to:
- describe the ways the nervous system is classified and know how this classification system came about
- be able to describe the meaning of key terms used in neuroanatomy and neuropsychology
- conceptualise the relationship between different components of the same system (e.g., the pyramidal and extra-pyramidal components of the motor system)
- identify brain structures ( including cortical and subcortical structures and blood vessels) and explain what is known about their role in producing behaviour
- explain the anatomical basis of the disorders commonly seen in clinical practice and uncommon disorders
- present a critique of a published single case with acquired brain injury
Delivery and Resources
Classes
Lectures will be held on 27 Feb, 6 March, 13 March, 20 March, 27 March 3 April. Case presentations will be held during class (except for the first lecture)
Lab/Prac Classes
There are three "prac" sessions to be held on May 1st, 8th and 15th in the Australian School of Advanced Medicine (ASAM) from 2-4pm. The neuropathologist teaching the classes is Dr Michael Rodriguez. He will expect you to ask and answer questions.
The lab is a secure area. To allow us to enter as a group please meet at 1:55 pm at the latest at the ASAM entrance [building F10A, opposite the Macquarie University hospital, the building has a large red awning].
Please download the worksheets. It will be helpful to bring something like a clipboard as there are no desks. There are lockers for personal possessions as they cannot be taken into the lab area.
Bring a lab coat if you have one. Disposable gowns and gloves will be provided.
Please wear fully enclosed shoes which cover the dorsal part of the foot (no ballet flats, flip-flops/thongs) and tie long hair back. No photographs or other recording devices are allowed. Follow the instructions of ASAM staff if you are directed in matters of lab safety, protocol or other matters.
No eating or drinking (including chewing gum) is permitted in the lab.
Respect for the dead is expected at all times.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- present a critique of a published single case with acquired brain injury
- describe the relationship between anatomical findings and pattern of behavioural changes in a published single case study
Assessment tasks
- Critique recent case
- case report
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- describe the ways the nervous system is classified and know how this classification system came about
- be able to describe the meaning of key terms used in neuroanatomy and neuropsychology
- conceptualise the relationship between different components of the same system (e.g., the pyramidal and extra-pyramidal components of the motor system)
- identify brain structures ( including cortical and subcortical structures and blood vessels) and explain what is known about their role in producing behaviour
- explain the anatomical basis of the disorders commonly seen in clinical practice and uncommon disorders
- present a critique of a published single case with acquired brain injury
- describe the relationship between anatomical findings and pattern of behavioural changes in a published single case study
Assessment tasks
- Critique recent case
- case report
- multiple choice test
- Exam
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- describe the ways the nervous system is classified and know how this classification system came about
- be able to describe the meaning of key terms used in neuroanatomy and neuropsychology
- conceptualise the relationship between different components of the same system (e.g., the pyramidal and extra-pyramidal components of the motor system)
- identify brain structures ( including cortical and subcortical structures and blood vessels) and explain what is known about their role in producing behaviour
- explain the anatomical basis of the disorders commonly seen in clinical practice and uncommon disorders
- present a critique of a published single case with acquired brain injury
- describe the relationship between anatomical findings and pattern of behavioural changes in a published single case study
Assessment tasks
- Critique recent case
- case report
- multiple choice test
- Exam
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- conceptualise the relationship between different components of the same system (e.g., the pyramidal and extra-pyramidal components of the motor system)
- identify brain structures ( including cortical and subcortical structures and blood vessels) and explain what is known about their role in producing behaviour
- explain the anatomical basis of the disorders commonly seen in clinical practice and uncommon disorders
- present a critique of a published single case with acquired brain injury
- describe the relationship between anatomical findings and pattern of behavioural changes in a published single case study
Assessment tasks
- Critique recent case
- case report
- multiple choice test
- Exam
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- describe the ways the nervous system is classified and know how this classification system came about
- be able to describe the meaning of key terms used in neuroanatomy and neuropsychology
- identify brain structures ( including cortical and subcortical structures and blood vessels) and explain what is known about their role in producing behaviour
- present a critique of a published single case with acquired brain injury
- describe the relationship between anatomical findings and pattern of behavioural changes in a published single case study
Assessment tasks
- Critique recent case
- case report
- Exam
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- present a critique of a published single case with acquired brain injury
- describe the relationship between anatomical findings and pattern of behavioural changes in a published single case study
Assessment tasks
- Critique recent case
- case report