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Two Scientists Share Nobel Prize for the First Time! a Case Study Developed for Exploring the History of Neuroanatomy

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Two Scientists Share Nobel Prize for the First Time! a Case Study Developed for Exploring the History of Neuroanatomy The Journal of Undergraduate Neuroscience Education (JUNE), Spring 2019, 17(2): C1-C5 CASE STUDY Two Scientists Share Nobel Prize for the First Time! A Case Study Developed for Exploring the History of Neuroanatomy Darlene A. Mitrano Department of Molecular Biology & Chemistry, Christopher Newport University, Newport News, VA 23606. In this case, students read a ‘press release’ that describes as well as secondary review articles on both Golgi’s and the awarding of the 1906 Nobel Prize in Physiology or Ramon y Cajal’s contributions to the field of neuroscience. Medicine to Camillo Golgi and Santiago Ramon y Cajal. The A series of primary and secondary articles was provided to case was developed to highlight the historical significance of the class, although this could be optional (depending on the these first descriptions of the nervous system for an upper course/level of students). Students presented their answers level undergraduate neuroanatomy course. The dialogue to the class in the form of short presentations. The case was presented in a way to pique the students’ interest by could also be used in an introductory neuroscience class to focusing on the disagreement between the two scientists on present the foundations of neuroanatomy, controversies in the structure and arrangement of neurons in the brain and scientific discovery, biases that have existed or still exist, peripheral nervous system. In the middle of the case, there and how scientific information was disseminated prior to the were two concept check questions to ensure that the 21st century. students understood the conflicting theories put forth by Golgi and Ramon y Cajal. At the end of the narrative, the class was broken into groups and assigned a series of Key words: neuroanatomy, neuron doctrine, reticular questions to engage the students in reading primary theory, history of neuroanatomy, case-based learning, literature (e.g., the acceptance speeches of both scientists), collaborative learning, primary and secondary literature CONTEXT teaching undergraduate neuroanatomy, a short study Recently, academics concerned with assessment, a hot completed by Greenwald & Quitadamo (2014), compared topic of conversation in higher education, have been asking conventional lecture and lab to inquiry-based case the question, “Are college graduates retaining what they techniques. Students in the inquiry-based class scored have learned over the past four years and has their higher final exam and overall course grades and showed two education prepared them to become productive members of and half times greater critical thinking gains on the California society?” Part of what employers, graduate schools, etc., Critical Thinking Skills Test than did students in the are looking for is individuals who can think critically and conventionally taught class (Greenwald & Quitadamo, abstractly; in other words, to use skills acquired in college to 2014). As E.O. Wilson (2002) stated, “So, how can we make critically analyze their world and think outside the box. science human and enjoyable without betraying its nature? Recent research on this topic by Arum & Roksa (2011) The answer lies in humans’ innate capacity to understand showed that reports of college graduates lacking these skills narrative.” are increasing. Although the authors discuss many potential contributing factors , it is estimated that undergraduates Course Overview spend over 80% of their time socializing, sleeping, The case presented here was written for an elective upper volunteering, working, or participating in clubs, fraternities level neuroanatomy course that enrolls 15-20 junior or and sororities, while less than 20% of their time is spent in senior level neuroscience majors each year. When class or studying (Arum & Roksa, 2011). This lack of originally designing the course, the main challenges were engagement surely has various causes, but as educators, (1) finding a textbook designed for undergraduates (not we can do our best to encourage students to be more medical/graduate students), and (2) the lack of case studies involved in their coursework by utilizing educational tools available for neuroanatomy courses. One of the learning other than standard lecture. objectives developed for the course was to “Apply One such pedagogical tool is the use of case studies knowledge of techniques, structure, and function of the either to introduce a new topic or to apply what is presented nervous system to lab activities and case studies.” A recent in lecture to a real-life scenario. Meil (2007) recognizes the search of the term Neuroscience on the National Center for advantages of using cases in undergraduate neuroscience Case Study Teaching in Science (NCCSTS) website found classes. For example, case studies can put the student at 12 cases, while the terms Neuroanatomy brought up one, the forefront of learning by having them gather and analyze and History of Neuroanatomy resulted in zero (NCCSTS, novel information not provided in the case and encouraging 2018). Over the past five years of teaching this class, cases them to come up with new ideas or hypotheses about a from NCCSTS and the Journal of Undergraduate particular scientific concept (Meil, 2007). In relation to Neuroscience Education (JUNE) have been used. JUNE is a publication of Faculty for Undergraduate Neuroscience (FUN) www.funjournal.org Mitrano A Case Study of the History of Neuroanatomy C2 However, the ones most useful for an upper level class were was posted on a secured server for the students to use for cases designed for medical school students that examine an this assignment (they are also listed at the end of the case injury or damage to the central or peripheral nervous system narrative for the students). The fifth set of ‘questions’ aimed where the cause of the dysfunction must be identified to enhance collaborative, creative work by assigning the (Martin, 2012). The medical school cases often contain students to create a conversation between Golgi and technical jargon not appropriate for this type of class. Ramon y Cajal as though they were alive today. Additionally, as neuroscience becomes a more common All five question sets were assigned to each of five major, students enrolled in a neuroanatomy course are different groups, but each set could stand alone, especially increasingly not destined for medical school nor a pre-health the last set, if the goal is to get the students to really think program (Ramos et al., 2011; Neuwirth et al., 2018). outside the norms of a science class. Students given this Therefore, there is a need for material such as this case, set of ‘questions’ seemed reluctant at first, but their product which is inclusive for all the students in the course. (in the form of a Twitter conversation) engaged everyone in the room. The presentations were graded according to a Case Overview general rubric created for presentations with the expectation An area that was missing from almost all neuroscience that everyone in the group would speak in front of the class cases examined was one addressing historical aspects of and contribute to the work; therefore, all students in a group neuroanatomy. “Two Scientists Share Nobel Prize for the received the same grade. The presentations were posted First Time! A battle to the end…who is actually right about to our secured class website so that all students could use the structure of the cells of the nervous system?” was written them as basis to study for the next in-class exam. Based on to instruct about the foundations of modern neuroanatomy. student responses (see below), the case will be used again. This case uses a combination of working in groups, researching the topic using primary and secondary Learning Objectives literature, having the students present their work to the The case was designed with the following learning class, and finally discussing the topic. Often, the founders objectives in mind. Next to each learning objective is the of neuroanatomy are glossed over, and it is accepted that Question Set in the Case Narrative to which each Objective Santiago Ramon y Cajal correctly identified the morphology corresponds. of the neuron and that spaces existed between them. Neuwirth et al. (2018) pointed out that most neuroanatomy Identify and explain the concepts of the reticular and curricula neglect to address any historical aspects of the neuron doctrines, the scientists who promoted them, field. Neglecting the historical aspects of neuroanatomy and the brain structures these scientists used for may present a disadvantage to students, as it has been evidence to support their claims. (Concept Check & shown that providing a historical context using case Question Set #1) narratives promoted learning and remembering the information to build better bridges between the structure and Describe the Golgi method used by Golgi and Cajal, function of the nervous system (Neuwirth et al., 2018). state how they recorded their results, and identify newer Therefore, this case was designed with some of those ideas technologies and data that support Golgi and/or Cajal’s in mind. The case aims for students to think critically and theories on the structure of the nervous system. ponder questions such as why the neuron doctrine was (Question Sets #2 & #3) finally recognized, what evidence or published work supports the ideas of the scientists, and why Golgi’s Describe alternate paths that can be taken by scientists reticulum view of the nervous system was accepted for so during their careers (i.e., do scientists always remain in long over the work of Ramon y Cajal. one discipline?). (Question Set #3) Classroom Management Explain the history of a widely accepted neuroscientific The case was presented during the second week of the concept and why some research findings are more semester, after the gross anatomy of the brain was reviewed highly valued by scientists/the public compared to and before a unit on the evolution of the nervous system. others.
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