MF4 Neuroscience Objectives

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General Objectives

To provide a basic understanding of the structure and function of the nervous system and to introduce you to the various ways it is affected by common disorders.

2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Themes

Theme 1: Muscle, Neuromuscular Junction, Nerve

Discuss the microscopic structure of muscle and the process of muscle contraction/relaxation.

Tutorial: David Beatty MF4 Neurology
David Beatty is a 5 year old boy brought to his family doctor by his mother. She is concerned about his clumsiness. He had always been a little 'slow' with his gross-motor milestones. His mother recalled that he did not start walking until he was 20 months old. As he has gotten older, he has seemed less able to keep up with other children his age. As an example she explains that she sees other kindergarten children at the school playground who all seem to be able to run, climb and hop without difficulty. But not David. He is slow, cannot climb well, and falls very often. He also tires out quickly. She worries that maybe he has a problem with the bones in his legs, or maybe a problem with his hips. On examination, David is 111 cm tall (50th percentile), weighs 21 kg (75th percentile), and has a head circumference of 52 cm (75th percentile). He is a happy boy and is eager to tell stories about his teacher and classmates. When standing he has a prominent lordotic curve to his back. He has difficulty climbing up on the examination table, but insists on doing it himself. His heart, lungs and abdomen appear normal. His joints have full range of motion and he does not appear to have any joint or bone pain. His muscle bulk appears to be good - in fact he has large, muscular-looking calves. His deep tendon reflexes are normal (grade 2 out of 4).
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Recognize the major milestones for gross motor development.

Tutorial: David Beatty MF4 Neurology
David Beatty is a 5 year old boy brought to his family doctor by his mother. She is concerned about his clumsiness. He had always been a little 'slow' with his gross-motor milestones. His mother recalled that he did not start walking until he was 20 months old. As he has gotten older, he has seemed less able to keep up with other children his age. As an example she explains that she sees other kindergarten children at the school playground who all seem to be able to run, climb and hop without difficulty. But not David. He is slow, cannot climb well, and falls very often. He also tires out quickly. She worries that maybe he has a problem with the bones in his legs, or maybe a problem with his hips. On examination, David is 111 cm tall (50th percentile), weighs 21 kg (75th percentile), and has a head circumference of 52 cm (75th percentile). He is a happy boy and is eager to tell stories about his teacher and classmates. When standing he has a prominent lordotic curve to his back. He has difficulty climbing up on the examination table, but insists on doing it himself. His heart, lungs and abdomen appear normal. His joints have full range of motion and he does not appear to have any joint or bone pain. His muscle bulk appears to be good - in fact he has large, muscular-looking calves. His deep tendon reflexes are normal (grade 2 out of 4).
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resource allocation, and disease prevention/health promotion efforts for patients and populations

Differentiate inflammatory myopathies, metabolic myopathies, congenital structural myopathies, and dystrophies.

Tutorial: David Beatty MF4 Neurology
David Beatty is a 5 year old boy brought to his family doctor by his mother. She is concerned about his clumsiness. He had always been a little 'slow' with his gross-motor milestones. His mother recalled that he did not start walking until he was 20 months old. As he has gotten older, he has seemed less able to keep up with other children his age. As an example she explains that she sees other kindergarten children at the school playground who all seem to be able to run, climb and hop without difficulty. But not David. He is slow, cannot climb well, and falls very often. He also tires out quickly. She worries that maybe he has a problem with the bones in his legs, or maybe a problem with his hips. On examination, David is 111 cm tall (50th percentile), weighs 21 kg (75th percentile), and has a head circumference of 52 cm (75th percentile). He is a happy boy and is eager to tell stories about his teacher and classmates. When standing he has a prominent lordotic curve to his back. He has difficulty climbing up on the examination table, but insists on doing it himself. His heart, lungs and abdomen appear normal. His joints have full range of motion and he does not appear to have any joint or bone pain. His muscle bulk appears to be good - in fact he has large, muscular-looking calves. His deep tendon reflexes are normal (grade 2 out of 4).
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Identify the anatomy and describe the physiology of the neuromuscular junction.

Tutorial: Carmen Shellinger MF4 Neurology
Carmen Shellinger is a 32-year-old office manager at a local law firm. Her regular office duties include transcription for the senior partner. Over the past few weeks she has noticed pain in the right wrist at the end of the day. On some occasions she has been awakened at night by pain, tingling and numbness in the right hand. After shaking the hand, the symptoms seem to settle down and she has been able to fall asleep. Her symptoms have become more persistent and she decides to seek her doctor's help. Carmen is otherwise healthy and general inquiry identifies only occasional neck and shoulder pain. The results from the neurological examination are normal. Phalen's manoeuvre reproduces her symptoms in the right hand that she has experienced at night. Tinel's sign provokes numbness into the lateral 3 fingers of the right hand.
Tutorial: Ivan Nettar MF4 Neurology
Ivan is a 68 year old man who has enjoyed excellent health in the past. His only medication is hydrochlorothiazide for mild hypertension. For the past few weeks he noticed that by the end of the day he had difficulty focusing his eyes and keeping them open. He decided to see his family physician when the other day his vision became double. On the day of the visit, Ivan was feeling even worse. His double vision was present shortly after lunch and he felt generally weak. On observation, it was clear that Ivan had a right-sided ptosis. He kept closing one eye and then the other, complaining that otherwise his vision was double. His voice seemed mildly hoarse. Blood pressure was normal at 135/80. General physical examination of the heart, lungs, and abdomen was normal. Neurological examination showed that the pupils were equal and reactive. A prominent ptosis was present on the right. The extra ocular movements were abnormal with dysconjugate gaze present intermittently and not consistently on lateral, upward, and downward gaze. The other cranial nerves were normal. Tone was normal in the limbs. He had some difficulty holding up his arms in the air for more than a couple of minutes. He had some difficulty doing more that 5 deep knee bends. Sensation was normal and the reflexes were all present and symmetric. The plantar responses were down going. You ask Ivan to close his eyes and rest them for a few minutes while you make some notes. You ask him then to open his eyes and temporarily the double vision is much better and the ptosis is almost gone! A referral is made to the neurologist on call. She asks that you send Ivan to the emergency room so that she can perform a tensilon test to confirm the diagnosis.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Recognize the presentation and articulate the management of neuromuscular junction disorders.

Tutorial: Carmen Shellinger MF4 Neurology
Carmen Shellinger is a 32-year-old office manager at a local law firm. Her regular office duties include transcription for the senior partner. Over the past few weeks she has noticed pain in the right wrist at the end of the day. On some occasions she has been awakened at night by pain, tingling and numbness in the right hand. After shaking the hand, the symptoms seem to settle down and she has been able to fall asleep. Her symptoms have become more persistent and she decides to seek her doctor's help. Carmen is otherwise healthy and general inquiry identifies only occasional neck and shoulder pain. The results from the neurological examination are normal. Phalen's manoeuvre reproduces her symptoms in the right hand that she has experienced at night. Tinel's sign provokes numbness into the lateral 3 fingers of the right hand.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Discuss the following electrophysiological concepts surrounding excitable cells: 1) resting potentials, 2) post-synaptic potentials, 3) action potential generation and propagation in unmyelinated and myelinated neurons.

Tutorial: Ron Chen (Part 2) MF4 Neurology
Remember back in MF1... Ron Chen is a 25 year old computer sciences graduate student who had been previously well. Three weeks ago he suffered a viral gastroenteritis from which he has recovered. Over the past week, he has noticed increasing weakness of his limbs, starting with his legs, and progressing to involve his arms. He reports he has experienced patchy areas of sensory loss, symmetrically (glove and stocking distribution). He has also noticed occasional clumsy speech and facial weakness. He is admitted to the hospital (medical ward) with a diagnosis of Guillain Barré syndrome. You see him in followup 12 months later. After spending 3 weeks in hospital, 4 weeks in a rehabilitation center and then having physiotherapy for the rest of the year, Ron is almost completely back to normal. He still reports some weakness with extension of his toes on the right, but this does not impair his functioning. During his visit, he asks if he will ever get the strength back in his toes, and whether this could happen again
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Explain the consequences of nerve trauma.

Tutorial: Carmen Shellinger MF4 Neurology
Carmen Shellinger is a 32-year-old office manager at a local law firm. Her regular office duties include transcription for the senior partner. Over the past few weeks she has noticed pain in the right wrist at the end of the day. On some occasions she has been awakened at night by pain, tingling and numbness in the right hand. After shaking the hand, the symptoms seem to settle down and she has been able to fall asleep. Her symptoms have become more persistent and she decides to seek her doctor's help. Carmen is otherwise healthy and general inquiry identifies only occasional neck and shoulder pain. The results from the neurological examination are normal. Phalen's manoeuvre reproduces her symptoms in the right hand that she has experienced at night. Tinel's sign provokes numbness into the lateral 3 fingers of the right hand.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Explain the clinical presentation and pathophysiology of length dependant neuropathies.

Tutorial: Ron Chen (Part 2) MF4 Neurology
Remember back in MF1... Ron Chen is a 25 year old computer sciences graduate student who had been previously well. Three weeks ago he suffered a viral gastroenteritis from which he has recovered. Over the past week, he has noticed increasing weakness of his limbs, starting with his legs, and progressing to involve his arms. He reports he has experienced patchy areas of sensory loss, symmetrically (glove and stocking distribution). He has also noticed occasional clumsy speech and facial weakness. He is admitted to the hospital (medical ward) with a diagnosis of Guillain Barré syndrome. You see him in followup 12 months later. After spending 3 weeks in hospital, 4 weeks in a rehabilitation center and then having physiotherapy for the rest of the year, Ron is almost completely back to normal. He still reports some weakness with extension of his toes on the right, but this does not impair his functioning. During his visit, he asks if he will ever get the strength back in his toes, and whether this could happen again
1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Describe how to perform an appropriate examination of sensation.

Tutorial: Carmen Shellinger MF4 Neurology
Carmen Shellinger is a 32-year-old office manager at a local law firm. Her regular office duties include transcription for the senior partner. Over the past few weeks she has noticed pain in the right wrist at the end of the day. On some occasions she has been awakened at night by pain, tingling and numbness in the right hand. After shaking the hand, the symptoms seem to settle down and she has been able to fall asleep. Her symptoms have become more persistent and she decides to seek her doctor's help. Carmen is otherwise healthy and general inquiry identifies only occasional neck and shoulder pain. The results from the neurological examination are normal. Phalen's manoeuvre reproduces her symptoms in the right hand that she has experienced at night. Tinel's sign provokes numbness into the lateral 3 fingers of the right hand.
1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.
1.3 Interpret laboratory data, imaging studies, and other tests required for the area of practice

Theme 2: Spinal Cord, Brainstem & Cerebellum

Differentiate peripheral versus central loss of sensation.

Tutorial: Mandy Wallsmith (Part 1) MF4 Neurology
Mandy Wallsmith is a 19-year-old young lady who has been brought to the Emergency Department because of problems walking. Approximately one week ago, she noticed some numbness in her left leg. She thought she had slept on it the wrong way initially, but then the numbness persisted. The next day she fell while skating and landed on her backside. Over the next few days, she reports feeling significant pain in her lower back and progressive “heaviness” in her left leg. She began having difficulty lifting her left leg. She also noticed that her right leg seemed to feel cold when she showered. After speaking to her parents about her symptoms, she was brought to a walk-in clinic where an x-ray of the spine was ordered. This reported no fractures, and Mandy was advised to follow-up with her family doctor if her symptoms did not improve in the next few days. When she started to have episodes of urinary incontinence, her parents became very concerned, and decided to bring her to the Emergency Department.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Explain the organization of the two major sensory systems of the spinal cord.

Tutorial: Mandy Wallsmith (Part 1) MF4 Neurology
Mandy Wallsmith is a 19-year-old young lady who has been brought to the Emergency Department because of problems walking. Approximately one week ago, she noticed some numbness in her left leg. She thought she had slept on it the wrong way initially, but then the numbness persisted. The next day she fell while skating and landed on her backside. Over the next few days, she reports feeling significant pain in her lower back and progressive “heaviness” in her left leg. She began having difficulty lifting her left leg. She also noticed that her right leg seemed to feel cold when she showered. After speaking to her parents about her symptoms, she was brought to a walk-in clinic where an x-ray of the spine was ordered. This reported no fractures, and Mandy was advised to follow-up with her family doctor if her symptoms did not improve in the next few days. When she started to have episodes of urinary incontinence, her parents became very concerned, and decided to bring her to the Emergency Department.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Contrast upper versus lower motor neuron dysfunction.

Tutorial: Mandy Wallsmith (Part 1) MF4 Neurology
Mandy Wallsmith is a 19-year-old young lady who has been brought to the Emergency Department because of problems walking. Approximately one week ago, she noticed some numbness in her left leg. She thought she had slept on it the wrong way initially, but then the numbness persisted. The next day she fell while skating and landed on her backside. Over the next few days, she reports feeling significant pain in her lower back and progressive “heaviness” in her left leg. She began having difficulty lifting her left leg. She also noticed that her right leg seemed to feel cold when she showered. After speaking to her parents about her symptoms, she was brought to a walk-in clinic where an x-ray of the spine was ordered. This reported no fractures, and Mandy was advised to follow-up with her family doctor if her symptoms did not improve in the next few days. When she started to have episodes of urinary incontinence, her parents became very concerned, and decided to bring her to the Emergency Department.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Recognize the anatomy and physiology of the eye; cones, rods, eye ball, optic nerve.

Tutorial: Mandy Wallsmith (Part 2) MF4 Neurology
Six months after her previous presentation of transverse myelitis, from which she completely recovered, Mandy Wallsmith returns with complaints of bilateral visual loss (worse on the right). The problem started two days ago with pain in and behind her right eye, worse when she would look to the left or right. Yesterday, she began to notice that she wasn't seeing well out of her right eye. Today her vision seems worse, although the pain is a little better. On examination, her visual acuity is found to be 20/80 in the left eye (OS) and 20/400 in the right eye (OD). Visual field appears to be normal in the left eye, but she can only detect hand motion (not finger counting) in all quadrants with the right eye. She finds that colours look less vivid with her right eye - especially red, which looks "kind of gray".
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Describe the anatomy of optic nerve and optic chiasm.

Tutorial: Mandy Wallsmith (Part 2) MF4 Neurology
Six months after her previous presentation of transverse myelitis, from which she completely recovered, Mandy Wallsmith returns with complaints of bilateral visual loss (worse on the right). The problem started two days ago with pain in and behind her right eye, worse when she would look to the left or right. Yesterday, she began to notice that she wasn't seeing well out of her right eye. Today her vision seems worse, although the pain is a little better. On examination, her visual acuity is found to be 20/80 in the left eye (OS) and 20/400 in the right eye (OD). Visual field appears to be normal in the left eye, but she can only detect hand motion (not finger counting) in all quadrants with the right eye. She finds that colours look less vivid with her right eye - especially red, which looks "kind of gray".
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Explain the basic pathophysiology and common clinical presentations of multiple sclerosis.

Tutorial: Mandy Wallsmith (Part 2) MF4 Neurology
Six months after her previous presentation of transverse myelitis, from which she completely recovered, Mandy Wallsmith returns with complaints of bilateral visual loss (worse on the right). The problem started two days ago with pain in and behind her right eye, worse when she would look to the left or right. Yesterday, she began to notice that she wasn't seeing well out of her right eye. Today her vision seems worse, although the pain is a little better. On examination, her visual acuity is found to be 20/80 in the left eye (OS) and 20/400 in the right eye (OD). Visual field appears to be normal in the left eye, but she can only detect hand motion (not finger counting) in all quadrants with the right eye. She finds that colours look less vivid with her right eye - especially red, which looks "kind of gray".
1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.
1.3 Interpret laboratory data, imaging studies, and other tests required for the area of practice
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Discuss the anatomy and physiology of the ear and auditory system.

Tutorial: Neil Wartson (Part 1) MF4 Neuro
Neil Wartson is a 4-year-old boy who is being seen by his family doctor for right-sided hearing loss. According to his mother, his hearing was fine at birth (based on the initial screening tests performed), but seems to have slowly worsened on the left over time. He began complaining of “ringing” in his right ear approximately 6 months ago. It was initially intermittent, but seems to have become more constant over time. He is also reported to have difficulty responding when spoken to on the right side. He is otherwise well and developmentally normal. There is a family history of bilateral hearing impairment in Neil’s father. This has not previously been investigated. On examination, Neil is found to have reduced hearing to whispered words on the right. Rinne and Weber’s tests support sensorineural hearing loss on the right. The family doctor orders formal audiology testing and a sedated MRI. She also suggests that it might be helpful for Neil’s father to be assessed for his hearing loss.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Differentiate between central and peripheral hearing loss.

Tutorial: Neil Wartson (Part 1) MF4 Neuro
Neil Wartson is a 4-year-old boy who is being seen by his family doctor for right-sided hearing loss. According to his mother, his hearing was fine at birth (based on the initial screening tests performed), but seems to have slowly worsened on the left over time. He began complaining of “ringing” in his right ear approximately 6 months ago. It was initially intermittent, but seems to have become more constant over time. He is also reported to have difficulty responding when spoken to on the right side. He is otherwise well and developmentally normal. There is a family history of bilateral hearing impairment in Neil’s father. This has not previously been investigated. On examination, Neil is found to have reduced hearing to whispered words on the right. Rinne and Weber’s tests support sensorineural hearing loss on the right. The family doctor orders formal audiology testing and a sedated MRI. She also suggests that it might be helpful for Neil’s father to be assessed for his hearing loss.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.
2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare

Identify major structures in the brainstem and recall their basic functions.

Tutorial: Neil Wartson (Part 2) MF4 Neuro
Neil Wartson is brought back to his family doctor 6 months later. The MRI has still not been performed, but the audiology testing confirmed severe sensorineural hearing loss on the right. Upon entering the office, Neil’s mother is very upset and agitated. Over the last month, she has noticed that Neil has become clumsier and is falling frequently. He also has started to rub his eye a lot and complains that things are “fuzzy”. She also reports that, since the last visit, Neil’s father has been investigated for his hearing loss. He is currently being worked up for Neurofibromatosis Type II. Neil’s mother has looked this up on the internet and is convinced that Neil has this as well.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Describe some basic concepts surrounding brain tumor development.

Tutorial: Neil Wartson (Part 2) MF4 Neuro
Neil Wartson is brought back to his family doctor 6 months later. The MRI has still not been performed, but the audiology testing confirmed severe sensorineural hearing loss on the right. Upon entering the office, Neil’s mother is very upset and agitated. Over the last month, she has noticed that Neil has become clumsier and is falling frequently. He also has started to rub his eye a lot and complains that things are “fuzzy”. She also reports that, since the last visit, Neil’s father has been investigated for his hearing loss. He is currently being worked up for Neurofibromatosis Type II. Neil’s mother has looked this up on the internet and is convinced that Neil has this as well.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.
2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare

Theme 3: Basal Ganglia, Limbic System

Discuss the anatomy, physiological connections, and neurochemistry of basal ganglia.

Tutorial: Shelley Clerke MF4 Neurology
Shelley Clerke is a 72-year-old woman who has had Parkinson's disease for over 10 years. Initially the disorder presented with tremor on her right side. She has been managed by her family doctor and local neurologist. Over the years her medications have been adjusted and new medications added to control her symptoms. More recently, she is experiencing increasing difficulty with activities such as eating and signing her name due to the tremor. Two years ago she started using a rollator walker when her balance and overall mobility made it difficult for her to ambulate in the community with just a cane. Today she has an appointment with her neurologist. The neurologist notes the increase in tremor and her poor overall mobility compared to when he last reviewed her 6 months ago. Her Parkinson medications include: Levodopa/carbidopa 250/25 mg QID, entacapone 200 mg QID, ropinirole 3 mg QID, and amantidine 100 mg BID. On examination she has an obvious and severe right-sided resting tremor that does not completely stop when she raises her arms. She has difficulty getting out of the chair and on to the examination table.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Describe the role of the basal ganglia in the control of movement.

Tutorial: Shelley Clerke MF4 Neurology
Shelley Clerke is a 72-year-old woman who has had Parkinson's disease for over 10 years. Initially the disorder presented with tremor on her right side. She has been managed by her family doctor and local neurologist. Over the years her medications have been adjusted and new medications added to control her symptoms. More recently, she is experiencing increasing difficulty with activities such as eating and signing her name due to the tremor. Two years ago she started using a rollator walker when her balance and overall mobility made it difficult for her to ambulate in the community with just a cane. Today she has an appointment with her neurologist. The neurologist notes the increase in tremor and her poor overall mobility compared to when he last reviewed her 6 months ago. Her Parkinson medications include: Levodopa/carbidopa 250/25 mg QID, entacapone 200 mg QID, ropinirole 3 mg QID, and amantidine 100 mg BID. On examination she has an obvious and severe right-sided resting tremor that does not completely stop when she raises her arms. She has difficulty getting out of the chair and on to the examination table.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.
2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare

Recognize signs of basal ganglia dysfunction.

Tutorial: Shelley Clerke MF4 Neurology
Shelley Clerke is a 72-year-old woman who has had Parkinson's disease for over 10 years. Initially the disorder presented with tremor on her right side. She has been managed by her family doctor and local neurologist. Over the years her medications have been adjusted and new medications added to control her symptoms. More recently, she is experiencing increasing difficulty with activities such as eating and signing her name due to the tremor. Two years ago she started using a rollator walker when her balance and overall mobility made it difficult for her to ambulate in the community with just a cane. Today she has an appointment with her neurologist. The neurologist notes the increase in tremor and her poor overall mobility compared to when he last reviewed her 6 months ago. Her Parkinson medications include: Levodopa/carbidopa 250/25 mg QID, entacapone 200 mg QID, ropinirole 3 mg QID, and amantidine 100 mg BID. On examination she has an obvious and severe right-sided resting tremor that does not completely stop when she raises her arms. She has difficulty getting out of the chair and on to the examination table.
1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.
2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare

Explain the pathophysiology and clinical presentation of Parkinsonism.

Tutorial: Shelley Clerke MF4 Neurology
Shelley Clerke is a 72-year-old woman who has had Parkinson's disease for over 10 years. Initially the disorder presented with tremor on her right side. She has been managed by her family doctor and local neurologist. Over the years her medications have been adjusted and new medications added to control her symptoms. More recently, she is experiencing increasing difficulty with activities such as eating and signing her name due to the tremor. Two years ago she started using a rollator walker when her balance and overall mobility made it difficult for her to ambulate in the community with just a cane. Today she has an appointment with her neurologist. The neurologist notes the increase in tremor and her poor overall mobility compared to when he last reviewed her 6 months ago. Her Parkinson medications include: Levodopa/carbidopa 250/25 mg QID, entacapone 200 mg QID, ropinirole 3 mg QID, and amantidine 100 mg BID. On examination she has an obvious and severe right-sided resting tremor that does not completely stop when she raises her arms. She has difficulty getting out of the chair and on to the examination table.
1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.
1.4 Make informed decision about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.
2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare

Describe the mechanism of action for the drugs used in the treatment of Parkinsonism.

Tutorial: Shelley Clerke MF4 Neurology
Shelley Clerke is a 72-year-old woman who has had Parkinson's disease for over 10 years. Initially the disorder presented with tremor on her right side. She has been managed by her family doctor and local neurologist. Over the years her medications have been adjusted and new medications added to control her symptoms. More recently, she is experiencing increasing difficulty with activities such as eating and signing her name due to the tremor. Two years ago she started using a rollator walker when her balance and overall mobility made it difficult for her to ambulate in the community with just a cane. Today she has an appointment with her neurologist. The neurologist notes the increase in tremor and her poor overall mobility compared to when he last reviewed her 6 months ago. Her Parkinson medications include: Levodopa/carbidopa 250/25 mg QID, entacapone 200 mg QID, ropinirole 3 mg QID, and amantidine 100 mg BID. On examination she has an obvious and severe right-sided resting tremor that does not completely stop when she raises her arms. She has difficulty getting out of the chair and on to the examination table.
1.5 Develop and carry out patient management plans
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.
2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare

Identify the structures that comprise the limbic system and recall their basic functions.

Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Recognize the clinical signs that suggest limbic system dysfunction.

Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.
2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare

Explain how the brain protects itself against infection.

Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Differentiate encephalitis from meningitis.

Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.
1.3 Interpret laboratory data, imaging studies, and other tests required for the area of practice
1.4 Make informed decision about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Define seizures, epilepsy, and status epilepticus.

Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Review the classification of seizures.

Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
2.99 Other Knowledge for Practice

Describe the mechanism of action for the drugs that are frequently used in the treatment of seizures.

Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
1.5 Develop and carry out patient management plans
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Describe the basic anatomical substrate of memory.

Tutorial: Andrea Holmes MF4 Neurology
Andrea, an 84-year-old woman, is accompanied by her niece to her family physician's office. Andrea has been living on her own ever since her husband died 10 years ago. Her niece Bev would occasionally pick up some groceries for her aunt. Andrea was always proud to be independent. As she got older, Bev noted that her aunt was a bit forgetful, but put that down to simply getting older. Last month her aunt's neighbour called Bev to tell her that her aunt's hydro was disconnected. Bev was surprised. Her aunt hadn't called her that there was any trouble. Bev noted that her aunt hadn't really called her much over the last few months. Bev went over to her aunt's house. Her aunt greeted her at the door. Her aunt was surprised to see her, even though Bev had called her that day to tell her that she was coming to visit. Bev was surprised to see that her aunt had lost a fair amount of weight. She was even more surprised about the unkempt nature of her aunt's house. This was a woman who prided herself on organization and cleanliness. After much discussion and arguing, Andrea agreed to see her family physician for a routine checkup. She hadn't been to the doctor's for some time.
Tutorial: Emily Slott MF4 Neurology
Emily Slott is a 10-year-old girl who has been brought to the Emergency Department with a new onset of seizures. Emily is reported by her parents to have been previously healthy and developmentally normal. She began complaining of headache and fatigue yesterday. She was given some acetaminophen and went to bed. When her mother checked on her, she had an oral temperature of 39.9°C. She was very sleepy, but took more acetaminophen. This morning, when her mother was going past Emily’s room, she heard some unusual thumping and gurgling noises. When she entered the room, she found Emily laying in bed “stiff as a board”, “frothing at the mouth”, with “her whole body shaking” and “her eyes rolled back in her head”. From when her mother found her, the event lasted an additional 2-3 minutes. After the shaking stopped, Emily became limp and unresponsive. She was still febrile. EMS was called and Emily was brought to the hospital.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Theme 4: Cortex

Describe the structure of the neuron, axon, synapse.

Tutorial: Brenda Farnett MF4 Neurology
Brenda Farnett, an 82-year-old right-handed woman, was reviewed in the stroke prevention clinic for a possible TIA. Her past medical history included hypertension, treated hypothyroidism, and diet-controlled type II diabetes. Her medications included ASA, HCTZ, and eltroxin. She was initially referred from her family physician's office for evaluation of an episode of right-sided weakness and numbness, mostly involving the arm, lasting about 15 minutes. Her examination in the clinic showed her to be mildly hypertensive at 150/90, and with a regular pulse at 76. Her neurological examination was normal. Her EKG done that day was normal (sinus rhythm). An urgent carotid ultrasound was arranged and she was started on clopidogrel 75 mg OD, ramipril 2.5 mg OD, and atorvastatin 10 mg OD. On the following morning she awoke with mild right-sided weakness and an inability to speak. Her husband immediately called 911. She was taken to the nearest hospital.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Review the basic organization of the cerebral hemispheres.

Tutorial: Brenda Farnett MF4 Neurology
Brenda Farnett, an 82-year-old right-handed woman, was reviewed in the stroke prevention clinic for a possible TIA. Her past medical history included hypertension, treated hypothyroidism, and diet-controlled type II diabetes. Her medications included ASA, HCTZ, and eltroxin. She was initially referred from her family physician's office for evaluation of an episode of right-sided weakness and numbness, mostly involving the arm, lasting about 15 minutes. Her examination in the clinic showed her to be mildly hypertensive at 150/90, and with a regular pulse at 76. Her neurological examination was normal. Her EKG done that day was normal (sinus rhythm). An urgent carotid ultrasound was arranged and she was started on clopidogrel 75 mg OD, ramipril 2.5 mg OD, and atorvastatin 10 mg OD. On the following morning she awoke with mild right-sided weakness and an inability to speak. Her husband immediately called 911. She was taken to the nearest hospital.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Explain the pathophysiology and clinical presentation of dementia.

Tutorial: Andrea Holmes MF4 Neurology
Andrea, an 84-year-old woman, is accompanied by her niece to her family physician's office. Andrea has been living on her own ever since her husband died 10 years ago. Her niece Bev would occasionally pick up some groceries for her aunt. Andrea was always proud to be independent. As she got older, Bev noted that her aunt was a bit forgetful, but put that down to simply getting older. Last month her aunt's neighbour called Bev to tell her that her aunt's hydro was disconnected. Bev was surprised. Her aunt hadn't called her that there was any trouble. Bev noted that her aunt hadn't really called her much over the last few months. Bev went over to her aunt's house. Her aunt greeted her at the door. Her aunt was surprised to see her, even though Bev had called her that day to tell her that she was coming to visit. Bev was surprised to see that her aunt had lost a fair amount of weight. She was even more surprised about the unkempt nature of her aunt's house. This was a woman who prided herself on organization and cleanliness. After much discussion and arguing, Andrea agreed to see her family physician for a routine checkup. She hadn't been to the doctor's for some time.
1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Recognize major cerebral blood vessels.

Tutorial: Brenda Farnett MF4 Neurology
Brenda Farnett, an 82-year-old right-handed woman, was reviewed in the stroke prevention clinic for a possible TIA. Her past medical history included hypertension, treated hypothyroidism, and diet-controlled type II diabetes. Her medications included ASA, HCTZ, and eltroxin. She was initially referred from her family physician's office for evaluation of an episode of right-sided weakness and numbness, mostly involving the arm, lasting about 15 minutes. Her examination in the clinic showed her to be mildly hypertensive at 150/90, and with a regular pulse at 76. Her neurological examination was normal. Her EKG done that day was normal (sinus rhythm). An urgent carotid ultrasound was arranged and she was started on clopidogrel 75 mg OD, ramipril 2.5 mg OD, and atorvastatin 10 mg OD. On the following morning she awoke with mild right-sided weakness and an inability to speak. Her husband immediately called 911. She was taken to the nearest hospital.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Discuss the mechanisms and consequences of cerebral ischemia.

Tutorial: Brenda Farnett MF4 Neurology
Brenda Farnett, an 82-year-old right-handed woman, was reviewed in the stroke prevention clinic for a possible TIA. Her past medical history included hypertension, treated hypothyroidism, and diet-controlled type II diabetes. Her medications included ASA, HCTZ, and eltroxin. She was initially referred from her family physician's office for evaluation of an episode of right-sided weakness and numbness, mostly involving the arm, lasting about 15 minutes. Her examination in the clinic showed her to be mildly hypertensive at 150/90, and with a regular pulse at 76. Her neurological examination was normal. Her EKG done that day was normal (sinus rhythm). An urgent carotid ultrasound was arranged and she was started on clopidogrel 75 mg OD, ramipril 2.5 mg OD, and atorvastatin 10 mg OD. On the following morning she awoke with mild right-sided weakness and an inability to speak. Her husband immediately called 911. She was taken to the nearest hospital.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.
2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare

Identify the clinical symptoms of stroke.

Tutorial: Brenda Farnett MF4 Neurology
Brenda Farnett, an 82-year-old right-handed woman, was reviewed in the stroke prevention clinic for a possible TIA. Her past medical history included hypertension, treated hypothyroidism, and diet-controlled type II diabetes. Her medications included ASA, HCTZ, and eltroxin. She was initially referred from her family physician's office for evaluation of an episode of right-sided weakness and numbness, mostly involving the arm, lasting about 15 minutes. Her examination in the clinic showed her to be mildly hypertensive at 150/90, and with a regular pulse at 76. Her neurological examination was normal. Her EKG done that day was normal (sinus rhythm). An urgent carotid ultrasound was arranged and she was started on clopidogrel 75 mg OD, ramipril 2.5 mg OD, and atorvastatin 10 mg OD. On the following morning she awoke with mild right-sided weakness and an inability to speak. Her husband immediately called 911. She was taken to the nearest hospital.
1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Recall major normal neurodevelopmental milestones in child development.

Tutorial: Petter Khant MF4 Neurology
Petter Khant, a 6-year-old boy, is brought to his family doctor by his mother because of concerns that he is not learning in school. He is described as a "high energy child", always on the go. He has a very short attention span. His teacher sent along a note explaining that Petter is well behind the expectations for this age. His classmates are learning the sounds that go with different letters, but Petter does not yet even have a concept of letters or numbers. His vocabulary seems very limited, both receptive and expressive. His mother recalls no concerns about his early development. She remembers him as a generally healthy baby. He started to crawl at 9 months and could walk on his own by 13 months. He only began to use a few single words at 2 years of age. A hearing test done at that time was normal.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

Define “developmental delay”.

Tutorial: Petter Khant MF4 Neurology
Petter Khant, a 6-year-old boy, is brought to his family doctor by his mother because of concerns that he is not learning in school. He is described as a "high energy child", always on the go. He has a very short attention span. His teacher sent along a note explaining that Petter is well behind the expectations for this age. His classmates are learning the sounds that go with different letters, but Petter does not yet even have a concept of letters or numbers. His vocabulary seems very limited, both receptive and expressive. His mother recalls no concerns about his early development. She remembers him as a generally healthy baby. He started to crawl at 9 months and could walk on his own by 13 months. He only began to use a few single words at 2 years of age. A hearing test done at that time was normal.
1.99 Other Patient Care
2.99 Other Knowledge for Practice

Review the genetic concept of trinucleotide repeats and anticipation.

Tutorial: Petter Khant MF4 Neurology
Petter Khant, a 6-year-old boy, is brought to his family doctor by his mother because of concerns that he is not learning in school. He is described as a "high energy child", always on the go. He has a very short attention span. His teacher sent along a note explaining that Petter is well behind the expectations for this age. His classmates are learning the sounds that go with different letters, but Petter does not yet even have a concept of letters or numbers. His vocabulary seems very limited, both receptive and expressive. His mother recalls no concerns about his early development. She remembers him as a generally healthy baby. He started to crawl at 9 months and could walk on his own by 13 months. He only began to use a few single words at 2 years of age. A hearing test done at that time was normal.
2.2 Apply biomedical scientific principles fundamental to health care for patients and populations.

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