Alice C Yew | PubMed Health

PubMed2005

Computational model of the cAMP-mediated sensory response and calcium-dependent adaptation in vertebrate olfactory receptor neurons.

We develop a mechanistic mathematical model of the G-protein coupled signaling pathway responsible for generating current responses in frog olfactory receptor neurons. The model incorporates descriptions of ligand-receptor interaction, intracellular transduction events involving the second messenger cAMP, effector ion-channel activity, and calcium-mediated feedback steps. We parameterized the model with respect to suction pipette current recordings from single cells stimulated with multiple odor concentrations. The proposed model accurately predicts the receptor-current response of the neuron to brief and prolonged odorant exposure and is able to produce the adaptation observed under repeated or sustained stimulation.

Adaptation, Physiological↗

PubMed2002

Adapting a case-based, cooperative learning strategy to a veterinary parasitology laboratory.

INTRODUCTION: Third-year veterinary students participate in a parasitology laboratory for instruction in diagnostic techniques. Course instructors adapted a case-based, cooperative learning approach to stimulate student involvement. Previously, students worked individually but shared common equipment in small groups. Peer interactions and discussions were not inherent in the format. Specimens were provided for practicing diagnostic techniques. METHODOLOGY: Students were assigned to cooperative learning groups of four students. Within each group, members were assigned distinct roles that rotated daily. Samples were presented as clinical cases, including history and signalment. Within groups, students performed role-specific duties and were expected to teach their component to other group members. Groups worked up their case for presentation to the class at the end of each period. Grading was unchanged from previous years, based on four individual quiz scores, two case reports, and a final practical exam. RESULTS: Student grades remained satisfactory and student feedback was highly favorable, the most common response being that group work enhanced understanding and that a case-based approach provided valuable clinical insights. An important comment was that peer teaching could be inconsistent; some students were concerned that important information was overlooked during the reciprocal teaching. Their recommendation was to verbalize expectations more clearly and to work with groups to facilitate reciprocal teaching.

Animals↗