Neurophysiology for Allied Health Students, Book 1: The Basics

[Extract] Neurophysiology is all about how the nervous system communicates information. The nervous system is the master controller of bodily functions. The basic functional unit is the neuron and the neurons communicate within themselves and from one neuron to another to allow us to move, to think, to breathe, to read, to remember and to learn. So how do neurons and the nervous system do all of this? This book is intended to help you understand the broad overview of how the nervous system works

Redesigning first year anatomy and physiology subjects for allied health students: Introducing active learning experiences for physiology in a first semester subject

In this paper we describe the initial development of flipped classroom learning activities for the physiology component of a first year anatomy and physiology class for allied health students, and the subsequent transformation to focus on active learning strategies over a period of three years. The learning activities incorporated included the use of audience response systems for in-class quizzing, mini case studies, role plays, and simulations. Results of on-course assessment items, consisting of on-line quizzes, was compared in order to determine whether active learning approaches improved academic performance. We found that academic performance increased across the cohorts when first implemented as flipped classroom, and the increase was maintained in the subsequent years focussing on the active learning strategies alone. We conclude that the introduction of active learning experiences to this class enhanced engagement and academic performance across the student cohorts

Alterations in ZENK and glucagon RNA transcript expression during increased ocular growth in chickens

Purpose: To examine in detail the time-course of changes in Zif268, Egr-1, NGFI-A, and Krox-24 (ZENK) and pre-proglucagon (PPG) RNA transcript levels in the chick retina during periods of increased ocular growth induced by form-deprivation and negative-lens wear. To further elucidate the role of ZENK in the modulation of ocular growth, we investigated the effect of intravitreal injections of the muscarinic antagonist atropine and the dopamine agonist 2-amino-6,7-dihydroxy-1,2,3,4-tetrahydronaphthalene hydrobromide (ADTN), both of which block the development of experimental myopia, on the expression of ZENK in eyes fitted with negative-lenses. Methods: Myopia was induced by fitting translucent diffusers or -10D polymethyl methacrylate (PMMA) lenses over one eye of the chicken. At times from 1 h to 10 days after fitting of the diffusers or negative lenses, retinal RNA transcript levels of the selected genes were determined by semi-quantitative real-time reverse transcriptase polymerase chain reaction (RT-PCR). For the pharmacology experiments, -10D lenses were fitted over the left eye of chicks for a period of 1h. Intravitreal injections of atropine (10 μl-25 mM), ADTN (10 μl-10 mM), or a vehicle solution were made immediately before fitting of the lenses. Results: ZENK RNA transcript levels were rapidly and persistently down-regulated following the attachment of the optical devices over the eye. With a delay relative to ZENK, PPG transcript levels were also down-regulated. Induced changes in gene expression were similar for both form-deprivation and negative-lens wear. When atropine or ADTN were administered immediately before lens attachment, the rapid down-regulation in ZENK RNA transcript levels normally seen following 1 h of negative-lens wear was not seen, and ZENK transcript levels rose above those values seen in control eyes. However, injection of atropine or ADTN into untreated eyes had no effect on ZENK transcript levels. Conclusions: Both form-deprivation and negative-lens wear modulated the retinal expression of ZENK and PPG RNA transcripts, with a similar time-course and strength of response. The ability of the tested drugs to prevent the down-regulation of ZENK in both lens-induced myopia (LIM) and form-deprivation myopia (FDM) suggests that atropine and ADTN act directly and rapidly on retinal circuits to enhance sensitivity early in the signaling process. These findings suggest that very similar molecular pathways are involved in the changes in eye growth in response to form-deprivation and negative lenses at 1 h after the fitting of optical devices

Alterations in ZENK and glucagon RNA transcript expression during increased ocular growth in chickens

Purpose: To examine in detail the time-course of changes in Zif268, Egr-1, NGFI-A, and Krox-24 (ZENK) and pre-proglucagon (PPG) RNA transcript levels in the chick retina during periods of increased ocular growth induced by form-deprivation and negative-lens wear. To further elucidate the role of ZENK in the modulation of ocular growth, we investigated the effect of intravitreal injections of the muscarinic antagonist atropine and the dopamine agonist 2-amino-6,7-dihydroxy-1,2,3,4-tetrahydronaphthalene hydrobromide (ADTN), both of which block the development of experimental myopia, on the expression of ZENK in eyes fitted with negative-lenses.\ud \ud Methods: Myopia was induced by fitting translucent diffusers or −10D polymethyl methacrylate (PMMA) lenses over one eye of the chicken. At times from 1 h to 10 days after fitting of the diffusers or negative lenses, retinal RNA transcript levels of the selected genes were determined by semi-quantitative real-time reverse transcriptase polymerase chain reaction (RT–PCR). For the pharmacology experiments, −10D lenses were fitted over the left eye of chicks for a period of 1h. Intravitreal injections of atropine (10 μl–25 mM), ADTN (10 μl–10 mM), or a vehicle solution were made immediately before fitting of the lenses.\ud \ud Results: ZENK RNA transcript levels were rapidly and persistently down-regulated following the attachment of the optical devices over the eye. With a delay relative to ZENK, PPG transcript levels were also down-regulated. Induced changes in gene expression were similar for both form-deprivation and negative-lens wear. When atropine or ADTN were administered immediately before lens attachment, the rapid down-regulation in ZENK RNA transcript levels normally seen following 1 h of negative-lens wear was not seen, and ZENK transcript levels rose above those values seen in control eyes. However, injection of atropine or ADTN into untreated eyes had no effect on ZENK transcript levels.\ud \ud Conclusions: Both form-deprivation and negative-lens wear modulated the retinal expression of ZENK and PPG RNA transcripts, with a similar time-course and strength of response. The ability of the tested drugs to prevent the down-regulation of ZENK in both lens-induced myopia (LIM) and form-deprivation myopia (FDM) suggests that atropine and ADTN act directly and rapidly on retinal circuits to enhance sensitivity early in the signaling process. These findings suggest that very similar molecular pathways are involved in the changes in eye growth in response to form-deprivation and negative lenses at 1 h after the fitting of optical devices

Student creativity in assessment of an anatomy and physiology subject: the digi-explanation

We co-teach first year anatomy and physiology to 320 allied health students studying 4 different programs (Occupational Therapy, Physiotherapy, Speech Pathology, and Sport and Exercise Science). The cohort is comprised of just over half first-in-family students, with diverse academic backgrounds, as evidenced by a broad range of university entrance scores (Australian Tertiary Admission Rank (ATAR) 99.95-35, with just under half of ATAR 87 or lower). Historically the subject has been characterised by student disengagement, and a high failure rate. As part of a continuing strategy to address these issues, we included a group based digi-explanation (which involves the students making a video) in the assessment regime. Digi-explanations harness the skills and creativity students already possess in terms of being able to manipulate digital resources for social purposes. Groups of 4-6 students were tasked with producing a 3 minute video which explained a specific topic covered in the subject. The topics were tailored for the different cohorts to increase relevance of the exercise for the students. Instructional documentation was produced to assist the students in this process. Students could assemble a composite video from public domain materials, or film and produce an entirely original video. Most groups used a mix of public domain materials and original footage for their videos. Students were surveyed regarding their digi-explanation experiences and 75% of students found the exercise was useful for exploring their understanding of the material, and that it increased the relevance of the material to their degree

Instructor creativity in producing learning activities for a diverse cohort of first year anatomy and physiology students

We co-teach first year anatomy and physiology to 320 allied health students studying 4 different programs (Occupational Therapy, Physiotherapy, Speech Pathology, and Sport and Exercise Science). The cohort is comprised of just over half first-in-family students, with diverse academic backgrounds, as evidenced by a broad range of university entrance scores (Australian Tertiary Admission Rank (ATAR) 99.95-35, with just under half of ATAR 87 or lower). Historically the subject has been characterised by student disengagement, and a high failure rate. As an initial strategy to address this issue, in 2015 we introduced activity-intensive workshops as part of flipped-classroom learning experiences. The activities were designed to increase visualization of concepts. The instructor needs both a solid understanding of the concept and a high degree creativity when designing these activities. For example, orange safety mesh was used to model the cell membrane for a role play on cellular transport processes and simple garden irrigation equipment used to simulate a nephron. Students also used a high degree of creativity in producing posters for case studies, which were utilised as another strategy to enhance student learning and engagement. Students were surveyed regarding their experiences in both 2015 and 2016. They were ambivalent about how useful the different activities were in helping understanding of concepts in 2015. In 2016 we increased the instruction around how the exercises should be utilised and this resulted in the students gaining much more satisfaction from the activities

Building an interactive online textbook: a tool at our fingertips

BACKGROUND: Last year, we reported on the Health SciencesToolkit,which is an intensive bridging program that covers basic concepts in the disciplines of chemistry and biology, and then applies them to anatomy and physiology(Kapoor, Megaw, Harrison, Simcock & Miller 2018). We needed a resource that would lay the foundations for this diverse range of disciplines. As today's university students are often considered digital natives, we triedto source anE-book. Unable to finda commercially available text book pitched at an appropriate level, we decided to build our own, embracing Macknight's advice on creating online content to create ahealthylearning environment(2019).Here,we report on the development of a custom-made online textbook for ToolKit. PROCESS: The educational software company TopHat provided us access to online resources from which we could source and modify content. We produced a 10-chapter text book; each chapter matched a content module and explicitly linked with the learning outcomes of the subject. The modification included the insertion of links to interactive learning resources for student exploration. Each chapter concluded with a list of key words and concepts, a summary discussion, and selected multiple choice questions for knowledge consolidation and review; we were able to regulate the timing of the release of chapters.The textbook was hosted within the TopHatlearning platform and students were given access on payment of a minimal fee($11). REFLECTION: We found the development of the custom textbook a very efficient and effective process. We did not have to worry about copyright issues; or the time-consuming editing process for consistency, as the$6000 contract outlay to TopHat covered that. The resource can be edited, scaffolded and customised to future cohort needs(we can report on this process as we have also utilized this resource for an AQF-5 level diploma subject based on the ToolKit). Most importantly, the majority of students found the interactive text book useful for their understanding of the subject content, a finding supported by others (for example,Chen 2018) who have used custom-built online textbooks to create engaging digital learning environments

Using natural STOP growth signals to prevent excessive axial elongation and the development of myopia

Myopia is emerging as a major public health issue due to its increasing prevalence and long-term pathological outcomes. Prevention must focus on limiting excessive axial elongation which is the cause of both myopic refractive error and its pathological outcomes. The increasing prevalence appears to be due to environmental changes involving near work, rather than to a genetic failure of emmetropisation. Attempts to control the progression of myopia optically have been unsuccessful; the only available preventive regime involves the use of atropine eye drops. This regime has short-term side effects, and since the site and mechanism of action of muscarinic antagonists are unclear, there are concerns about its long-term safety. Recent studies on natural STOP growth signals suggest that they are evoked by relatively brief periods of imposed myopic defocus, and can overcome strong pressures towards increased axial elongation. While STOP signals have only been successfully used in chickens to prevent excessive axial elongation, similar signals are generated in mammals and non-human primates. Further studies may define the conditions under which this approach could be used to prevent the development of myopia in humans.\ud \u

Using natural STOP growth signals to prevent excessive axial elongation and the development of myopia

Myopia is emerging as a major public health issue due to its increasing prevalence and long-term pathological outcomes. Prevention must focus on limiting excessive axial elongation which is the cause of both myopic refractive error and its pathological outcomes. The increasing prevalence appears to be due to environmental changes involving near work, rather than to a genetic failure of emmetropisation. Attempts to control the progression of myopia optically have been unsuccessful; the only available preventive regime involves the use of atropine eye drops. This regime has short-term side effects, and since the site and mechanism of action of muscarinic antagonists are unclear, there are concerns about its long-term safety. Recent studies on natural STOP growth signals suggest that they are evoked by relatively brief periods of imposed myopic defocus, and can overcome strong pressures towards increased axial elongation. While STOP signals have only been successfully used in chickens to prevent excessive axial elongation, similar signals are generated in mammals and non-human primates. Further studies may define the conditions under which this approach could be used to prevent the development of myopia in humans