Course Name | Functional Neuroanatomy |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
PSY 606 | Fall/Spring | 3 | 0 | 3 | 7.5 |
Prerequisites | None | |||||
Course Language | English | |||||
Course Type | Elective | |||||
Course Level | Third Cycle | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | ||||||
Course Coordinator | - | |||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | The goal of this course is to provide reference for learning the functional anatomy of the human nervous system. |
Learning Outcomes | The students who succeeded in this course;
|
Course Description | The focus of this course is the structure of the human brain and spinal cord, and the functional organization of the central nervous system. The students will experience on using interactive digital atlases to learn the gross anatomy of the central nervous system and the organization of the major neural systems underlying sensory, motor and cognitive function. In addition, brain models and histological sections of the human brain will be examined. |
Related Sustainable Development Goals | |
| Core Courses | |
Major Area Courses | X | |
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | Surface anatomy of the forebrain | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/2) |
2 | Sectional anatomy of the forebrain | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/2) |
3 | Cerebral hemispheres and vascular supply | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/17) |
4 | Surface anatomy of the brainstem and spinal cord | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/3) |
5 | Sectional anatomy of the brainstem and spinal cord | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/3) |
6 | Corticospinal tract and other motor pathways | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/31) |
7 | Midterm Exam I | |
8 | Somatic sensory system | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/23, 24) |
9 | Visual system | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/23, 24) |
10 | Cerebellum | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/15, 16) |
11 | Basal ganglia | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/13, 14) |
12 | Midterm Exam II | |
13 | Hypothalamus: homeostasis/allostasis | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/19, 20) |
14 | Limbic system: memory and emotion | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/21, 22) |
15 | Higher order cerebral function | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. (Part 1/18) |
16 | Presentations |
Course Notes/Textbooks | Afifi, A. K., & Bergman, R. A. (1998). Functional neuroanatomy. In Test and atlas. Mc-Graw-Hill. Health professions Divisions Nueva York. ISBN-10: 0070015899 ISBN-13: 9780070015890 |
Suggested Readings/Materials |
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | 2 | 20 |
Presentation / Jury | 1 | 20 |
Project | 1 | 20 |
Seminar / Workshop | ||
Oral Exam | ||
Midterm | 2 | 40 |
Final Exam | ||
Total |
Weighting of Semester Activities on the Final Grade | 6 | 100 |
Weighting of End-of-Semester Activities on the Final Grade | ||
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 16 | 5 | 80 |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | 2 | 15 | |
Presentation / Jury | 1 | 17 | |
Project | 1 | ||
Seminar / Workshop | |||
Oral Exam | |||
Midterms | 2 | 25 | |
Final Exams | |||
Total | 225 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To be able to develop and deepen the current and advanced knowledge in the experimental science of psychology with original thought and/or research and come up with innovative definitions based on Master's degree qualifications. | X | ||||
2 | To be able to conceive the interdisciplinary interaction which the experimental psychology is related with, come up with original solutions by using knowledge requiring proficiency on analysis, synthesis and assessment of new and complex ideas. | X | ||||
3 | To be able to evaluate and use new methodological knowledge in a systematic way and gain higher level of skills on research methodology of the mind, behavior, and the brain. | X | ||||
4 | To be able to develop an innovative knowledge, method, design and/or practice or adapt an already known knowledge, method, design and/or practice to another field; research, conceive, design, adapt and implement an original subject. | X | ||||
5 | To be able to make critical analysis, synthesis and evaluation of new and complex ideas in the field of experimental psychology. | X | ||||
6 | To be able to develop new ideas and methods in the field of experimental psychology by using high level mental processes such as creative and critical thinking, problem solving and decision making. | X | ||||
7 | To be able to broaden the borders of the knowledge in the field by producing or interpreting an original work or publishing at least one scientific paper in the field in national and/or international refereed journals. | X | ||||
8 | To be able to organize and participate in scientific activities such as workshops, conferences, and panels to elaborate possible solutions to the problems which may be specific to experimental psychology or interdisiplinary. | X | ||||
9 | To be able to contribute to the transition of the community to an information society and its sustainability process by introducing scientific, technological, social or cultural improvements by following pioneer and innovative methods and theories of the mind, behavior and the brain trilogy. | X | ||||
10 | To be able to develope effective and functional means of communication to analyze mental relations and processes in the context of experimental psychology. | X | ||||
11 | To be able to contribute to the solution finding process regarding social, scientific, cultural and ethical problems in the field and support the development of these values. | X | ||||
12 | To be able to write an original dissertation in accordance with the criteria related to the field of Experimental Psychology. | X | ||||
13 | To be able to communicate and discuss orally, in written and visually with peers by using English language. | X |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest