Watson Todd D
Department of Psychology, Lewis & Clark College, Portland, OR 97219.
J Undergrad Neurosci Educ. 2019 Dec 21;18(1):C5-C7. eCollection 2019 Fall.
This case study uses a narrative focused on locked-in syndrome to engage upper-level undergraduate students with functional neuroanatomy, clinical neuroscience, and brain computer interface technology. Students 'diagnose' the etiology of a composite patient's symptoms using behavioral, neurological, neuroimaging, and electrophysiological test results. Students work both in small groups and as a class to develop analytical and communication skills by exploring the underpinnings, symptoms, and outcomes of locked-in syndrome and how behavioral and brain computer interface techniques could be used to improve quality of life in patients. A complete, detailed description of classroom implementation and the case narratives are available from the corresponding author or from cases.at.june@gmail.com.
本案例研究采用以闭锁综合征为重点的叙述方式，让本科高年级学生参与到功能性神经解剖学、临床神经科学和脑机接口技术的学习中。学生们利用行为学、神经学、神经影像学和电生理测试结果，“诊断”一名复合患者症状的病因。学生们通过小组合作和全班共同学习，探索闭锁综合征的基础、症状和后果，以及行为和脑机接口技术如何用于改善患者生活质量，从而培养分析和沟通能力。课堂实施的完整详细描述以及案例叙述可从通讯作者处或通过cases.at.june@gmail.com获取。
