Guía docente de Neuroanatomía y Neuroimagen Funcional (M30/56/2/28)

- General organization of the nervous system

- Location, structure and functions of the Spinal cord and Brain stem.

- Location, structure and functions of the Diencephalon.

- Location, structure and functions of the Cerebellum and Basal Ganglia.

- Location, structure and functions of the Limbic System.

- Functional organization of the Cerebral cortex.

- Introduction to Functional neuroimaging.

- Neuroimaging modalities, analysis strategies and their usefulness.

Students will know / understand:

 - The location and function of the main brain structures, and the main fascicles that connect them.

- Printed and online tools and Apps (iPad, Android) available to strengthen knowledge in functional neuroanatomy.

- The different types of neuroimaging techniques currently available, their operating bases, the different varieties of images they offer, and the different types of analysis applicable to these data.

Students will be able to:

 - Locate the main brain structures in various types of material (3D models and figures, printed atlases, web pages, structural neuroimaging –ie T1, T2- in sagittal, axial and coronal orientations) and locate the main brain fascicles in diffusion neuroimaging (DTI).

- Know the functions associated with the main brain structures.

- Understand the operating bases of the main current neuroimaging tools, the types of analysis available for the data they offer, and the type of information that each contributes to the field of functional neuroanatomy.

- Start using some neuroimaging analysis programs, such as SPM, MRIcro/N, etc.

• Introduction and organization of the course

• General organization of the nervous system

• Neuroanatomic development from the ventricular system

• Spinal cord, brain stem, cerebellum and basal ganglia

• Diencephalon

• Limbic system

• Functional organization of the cerebral cortex

• 2D anatomy: atlas and anatomical plates

• 3D anatomy: neuroanatomical models and structural images of Magnetic Resonance

• Neuroimaging techniques: Structural and functional magnetic resonance, Electroencephalography and Brain stimulation

• Neuroimaging modality analysis strategies and utility of each of them in the field of functional neuroanatomy.

CORE BIBLIOGRAPHY:

• Haines D.E. & Mihailoff, G. (2019). Principios de Neurociencia. Aplicaciones básicas y clínicas. (5ªEd) Elsevier Saunders.
• Functional Magnetic Resonance Imaging (Third Edition). Huettel, S.A Song, A.W McCarthy, G. Sunderland, Ma. USA: Sinauer Associates, Inc. 2014.
• Catani, C., & Thiebaut de Schotten, M. (2012). Atlas of human brain connections: Oxford University Press. Crossman, A. & Neary, D. (2019) Neuroanatomía. Texto y Atlas en Color. (6ªEd) Ed. Elsevier. ISBN: 9788491135708

ADDITIONAL BIBLIOGRAPHY:

• Blumenfeld, H (2015). Neuroanatomy through clinical cases. Sinauer.
• Felten, D. - O'banion, K. - Maida, M. (2016) Netter Atlas De Neurociencia (3ªEd) Ed. Elsevier. ISBN: 9788445826652
• Felten DL y Summo M. (2019) Netter. Cuaderno de Neurociencia para colorear. Elsevier,
• Haines, D. (2021) Neuroanatomía Clínica. Texto y Atlas. Estructuras, Secciones, Sistemas y Síntomas. Wolters Kluwer. ISBN 9788418257650
• Haines, D. and Willis, M. (2024) Neuroanatomy Atlas in Clinical Context. Structures, Sections, Systems, and Syndromes. Wolters Kluwer.ISBN 9781975197353
• Jacobson S., Marcus E.M., Pugsley S. (2018). Neuroanatomy for the neuroscientist (3th. Edit.) Springer.
• Kiernan, J. A. y Rajakumar N. (2014). Barr. El SN humano. Lippincott Williams & Wilkins.
• Naidich, T., Cha, S., Smirniotopoulos, J. (2107) Imagenología Del Cerebro. Ed. Amolca
• Netter, FH. (2006) Atlas de Anatomía Humana. 3ª ed. Barcelona: Masson
• Hendelman W. et al. (2015) Atlas of functional neuroanatomy. CRC press, 3rd ed.
• Osborn, A. (2018) El Encéfalo. Diagnóstico por imagen, patología y anatomía. Panamericana
• Patestas, M. y Gartner, L. (2016) A Textbook of Neuroanatomy. Wiley.
• Pfaff DW, Wolkow, N.D. (2017). Neuroscience in the 21st century (Second Edition).
• Purves, D. (2015) Neurociencia. Ed. Panamericana.
• Passingham, R.E. & Rowe, J.B. (2016) A Short Guide to Brain Imaging: The Neuroscience of Human Cognition. Oxford: OUP
• Puelles López (2008). Neuroanatomía. Panamericana
• Rojkova, K., Volle, E., Urbanski, M., Humbert, F., Dell'Acqua, F., & Thiebaut de Schotten, M. (2016). Atlasing the frontal lobe connections and their variability due to age and education: a spherical deconvolution tractography study. Brain Struct Funct, 221(3), 1751-1766. doi:10.1007/s00429-015-1001-3 (ver también material suplementario de este artículo).
• Vanderah, T., Gould, D. J. (2020). Nolte's the human brain: an introduction to its functional anatomy (7th edit.) Elsevier.

Interactive atlases:

http://www.thehumanbrain.info/head_brain/

http://brainmaps.org/

http://human.brain-map.org/

http://3d-brain.ki.se/index.htmlhttp://library.med.utah.edu/WebPath/HISTHTML/HISTO.html#1

http://www.anatomyatlases.org/atlasofanatomy/index.shtml 

MRIcro: http://www.mccauslandcenter.sc.edu/mricro/

MRIcron: http://www.mccauslandcenter.sc.edu/mricro/mricron/

Oxiris: http://www.osirix-viewer.com

Statistical Parametric Mapping (SPM): http://www.fil.ion.ucl.ac.uk/spm/

ExploreDTI: http://www.exploredti.com

FSL: https://fsl.fmrib.ox.ac.uk/fsl/fslwiki

Tractotron: https://fsl.fmrib.ox.ac.uk/fsl/fslwiki

TrackVis: https://fsl.fmrib.ox.ac.uk/fsl/fslwiki

StarTrack: https://www.mr-startrack.com

- Tests, exercises and problems, solved in class or individually throughout the course (50%).

- Final evaluation of reports, works, projects, etc. (individual or group; 10%)

- Written tests and/or essays (20%)

- Contributions of students in discussion and attitude in the different activities carried out (20%

Article 18 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account

The Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities. In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by delivering all the work assigned in the course and / or by carrying out a test or work in substitution of some or all of such deliveries.

The article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.

The evaluation in such a case will consist of the delivery of all the work assigned in the course and / or carrying out a test or work in substitution of some or all of such deliveries.

TEACHING METHODOLOGY

In-class sessions (32 hours)

• Presentation by lecturers
• Critical analysis and discussion of articles or clinical cases in group
• Oral presentations of individual and group clinical work or cases
• Individual and group work with neuroimaging analysis programs (e.g. MRIcro / n, SPM)
• Working with neuroanatomy models and pictures

In-person exam (4 hours)

Individual work (64 hours)

• Critical reading of articles
• Preparation of oral presentations.
• Carrying out work on specific topics and / or resolution of clinical cases.
• Neuroanatomy slide resolution
• Neuroimaging exercises resolution

Teaching and assesment methodologies will be adapted to students with specific needs (NEAE), in accordance with the Article 11 of the Regulations for the evaluation and qualification of students of the University of Granada. The course will highlight the contribution of women scientists and minorities to scientific and tecnological developments in the field, as recommended by the II Equality Plan of the UGR.

GenIA Use

In this course, the use of generative Artificial Intelligence (such as chatGPT and similar tools, referred to as GenIAG hereafter) is permitted for the following purposes: to assist in learning and deepening the understanding of the content, to improve the spelling of the texts produced and to translate them.

GenIA is NOT permitted for generating any of the in-class or requested class contents. Questions and/or reflections about the readings, and written essays, should be produced solely by students. Students are RESPONSIBLE for its use and must ensure that reliance on such resources does not lead to accepting false or incorrect information, or to plagiarism.

In any case, it is recommended to use tools contracted by UGR (such as Microsoft Copilot), which ensure that data remains within the organization and is not exposed to third parties. If you have used an IAGen tool in any assignment, you must acknowledge it by adding a specific section at the end of the text, like this: This work utilized Microsoft Corporation. (2024). Microsoft Copilot [Software]. Retrieved from https://www.microsoft.com/copilot for the following tasks: [...]. The author accepts full responsibility for the final document.

The course adheres to the recommendations and regulations that UGR develops regarding the use of GenIA. For more information, please consult the following link.

Information of interest to students with disabilities and/or Specific Educational Support Needs (NEAE): Management of services and support: https://ve.ugr.es/servicios/atencionsocial/ estudiantes-con-discapacidad