4.
COURSE SCHEDULEWinter
term 2002(All lectures 11:00 to
11:50 a.m)
DateRoomLecturerTopic
Jan.
82016DixonIntroduction
to Oral Physiology
Jan.
10TBAFacultySeminar
orientation
Jan.
152016LeungIntroduction
to sensory systems
Jan.
172016LeungMechano-
and thermal reception
Jan.
222016LeungNociceptors
and pain transmission
Jan.
242016LeungPain
modulation
Jan.
292016LeungTooth
pulp pain
Feb.
212016MartinMastication/deglutition
II
Feb.
282016TeppermanVomiting
Mar. 5No lecture Individual study time
Mar.
72016Leung/Martin/TeppermanMidterm
test
Mar.
11-15Study Week (School of Dentistry)No
lectures
Mar.
192016TeppermanSalivary
secretion I
Mar.
212016TeppermanSalivary
secretion II
Mar.
26TBAFacultySeminars
Mar.
28TBAFacultySeminars
Apr.
2TBAFacultySeminars
Apr.
42016DixonSkeletal
development & growth I
Apr.
92016DixonSkeletal
development & growth II
Apr.
112016DixonEndocrinology
of bone & Ca2+ homeostasis
Apr.
162016DixonBone
remodeling
Apr.
182016DixonPhysiological
tooth movement
Apr.
232016DixonOrthodontic
tooth movement
Apr.
252016DixonPrinciples
of healing
Apr.
302016DixonHealing
of oral tissues and implants
May
2No lecture Individual
study time
May
6 - 24TBAAll
instructorsFinal
examination
5.
COURSE FORMAT, REQUIREMENTS, AND STUDY MATERIALS
You
are advised to make your own file of study material during the progress
of the course.This should be composed
of lecture notes, handout material, and notes on assigned readings.
Handout
materialYour
instructors will have material pertaining to their lectures for distribution
at various times throughout the term.Handouts
are more likely to be guides than treatises.
Lecture
notesIt
is advisable to make some personal jottings of class material as it is
presented. Some lecturers may advise not to take notes, thereby indicating
that the material is best found in the handouts or in the prescribed readings.Ideally,
a student should prepare ahead by reading the available material, and then
entering the class with some knowledge of the subject. Remember that your
class is composed of people with various backgrounds some will be confronted
with material of which they have a high level of prior knowledge, others
will find that the same material is entirely new to them.Thus
be tolerant, and allow the lecturers to take some sort of middle road.
TextbooksThere
is no assigned textbook for this course.A
textbook of human physiology would be a useful reference.Recent
editions of the following texts are suitable and are available on 2-hour
loan at the library:
·Guyton,
A. C. Textbook of Medical Physiology, Saunders.
·Vander,
Sherman & Luciano Human Physiology: The Mechanisms of Body Function,
McGraw-Hill.
·Silverthorn,
D. U. Human Physiology: An Integrated Approach, Prentice Hall.
The
following are useful references for oral physiology:
·Bradley,
R.M. Essentials of Oral Physiology, Mosby, Toronto, 1995.
·Junge,
D. Oral Sensorimotor Function, Medico Dental Media International,
John S. Swift Company, St. Louis, 1998.
·Lavelle,
C.L.B. Applied Oral Physiology, 2nd edition, Wright, Toronto, 1988.
·Osborn,
J.W., Armstrong, W.G. and Speirs, R.L. (editors) Anatomy, Biochemistry
and Physiology, A Companion to Dental Studies, Volume 1, Book 1 (Editors
in Chief/A.H.R. Rowe & A.R.B.
Johns), Blackwell Scientific Publications.
·Roth,
G.I. and Calmes, R. Oral Biology, C.V. Mosby, Toronto, 1981.
After selecting several research papers related to a specific topic, you should discuss your topic with the tutorial leader.The student will pursue a specific topic to a depth not normally covered in class, i.e. laboratory techniques, presentation of data, and discussion of data.The student will gain at least a minimal experience with the experimental nature of physiology and become aware of controversies that exist.The student will gain some experience with discussion of data among peers, and be exposed to traditional methods of scientific communication, including questions following the presentation.
2.
Format
of the seminar
Having
selected a topic the student will prepare a 15-20 minute talk to
the tutorial group, and be prepared to answer questions related to the
talk (5-10 minutes).You are advised
to practice your talk among your peers before presenting it to the tutorial
group.
The
student is expected to identify the problems being investigated, to present
the results, to summarize the conclusions, and to make critical comments
about the paper being presented.
3.
Grading
of the Seminar
The
seminar grade will count for 20% toward the final grade for the
course.Each student must present
a seminar to receive a final grade for the course.
Components
of the Seminar grade:
·Organization
and Content (40%) Were problems identified, results presented,
conclusions summarized and comments made about the papers?
·Knowledge
of the topic and related areas (30%) How well did the student
handle questions directly or indirectly related to the topic?Did
the student understand the information presented?
·Delivery(15%)
Were visual aids* used, and if so, were they understandable?Was
the presentation 15-20 minutes long?Was
the talk clearly organized to enable a logical presentation of the data
and conclusions?
·Participation
(15%) All students are expected to take an active role in the discussion
of papers being presented by other members of their group.
* Each seminar room is equipped with an overhead projector.Transparencies of methods and conclusions are helpful to the audience.Keep visual presentation of results (e.g. graphs, tables) simple and avoid presenting detailed tables, if possible.
6.
COURSE GRADING
The
components of the final grade are:
·Midterm
test. This test is scheduled for 50 minutes, and is composed of multiple-choice
and/or short answer questions covering the first sections of the course.
Please consult the course schedule for the date of this test.Percentage
of final grade = 30%
·Seminar
presentation.Percentage of final
grade = 20%
·Final
examination. This exam is scheduled for two hours, and will be composed
of multiple-choice and/or short answer questions. The date and time of
this exam will be announced.The
final examination will cover the entire course.Percentage
of final grade = 50%
Examination
Format
The tests are designed to measure comprehensive knowledge and its application to clinical situations, although no prior knowledge of clinical terms or pathological conditions is necessary. Many of the questions are designed to make the student think in physiological terms to arrive at an answer; therefore, the most appropriate preparation for an examination is a well-planned personal and thorough review, rather than last minute cramming. Anyone suitably prepared should not have undue difficulty with the examinations.
There are a number of basic types of multiple-choice questions, which are commonly used by examiners.In the examination itself, the questions or test items are usually grouped according to question type and each group is preceded by a set of directions for that type.The following types of question formats are used.
Type
1 Five Choice Completion
DIRECTIONS:
Each of the questions or incomplete statements below is followed by five
suggested answers or completions. Select the one that is BEST in each case
and blacken the appropriate space on the answer card.
1.
In the human heart, the fastest frequency of spontaneous depolarization
is the
(A)
sinoatrial node
(B)
atrial muscle
(C)
atrioventricular node
(D)
bundle of His
(E)
ventricular muscle
Type
2 Five Choice Completion Situations
DIRECTIONS:
This section of the test consists of situations each followed by a series
of questions. Study each situation and select the one BEST answer to each
question following it, and blacken the appropriate space on the answer
card.
Questions
2-3
A
30-year-old man was studied in the cardiovascular laboratory and the following
data were collected.
Hematocrit
25 percent
Plasma
Volume (by dye dilution) 6.0 liters
(E)
10 liters per minute
3.
The total circulating blood volume of the man is approximately
(A)7.5
liters
(B)8.0
liters
(C)9.0
liters
(D)
10.0 liters
(E)
12.0 liters
Type
3 - Matching Type
DIRECTIONS:
Each group of questions below consists of five lettered headings or a diagram
or table with five lettered statements.For
each numbered word, phrase or statement, select the one lettered heading
or lettered component that is most closely associated with it.Each
lettered heading or lettered component may be selected once, more than
once, or not at all.
Questions
4 6 (A) Inulin
(B)
Para-aminohippuric acid
(C)
Phlorhizin
(D)
Urea
(E)
Glucose
4.
Used to measure glomerular filtration rate.
5.
Both filtered in the glomerulus and secreted by the renal tubules.
6.
Used to measure approximate renal plasma flow.
Type
4 Quantitative Relationships
DIRECTIONS:
The following paired statements describe two entities that are to be compared
in a quantitative sense.Answer
(A) if (a) is GREATER than (b)
(B)
if (b) is GREATER than (a)
(C)
if the two are EQUAL or VERY NEARLY EQUAL
7. (a)
Intracellular potassium ion concentration
(b)
Extracellular potassium ion concentration
8. (a)
Velocity of blood flow in the aorta
(b)
Velocity of blood flow in the capillaries
Type
6 Multiple Completion Type
DIRECTIONS:
For each of the incomplete statements below, ONE or MORE of the completions
given is correct. Answer
(A)
if only 1, 2, and 3 are correct
(B)
if only 1 and 3 are correct
(C)
if only 2 and 4 are correct
(D)
if only 4 is correct
(E)
if all are correct
MARK
ONLY ONE SPACE ON YOUR ANSWER SHEET FOR EACH QUESTION
10.
The two muscles in the middle ear of man function to
1.increase
the range of frequencies that can be appreciated
2.dampen
the movements of the ossicles
3.offer
protection against explosive sounds
4.offer
protection against prolonged intense sounds
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PLEASE NOTE
·The schedule and procedures outlined above are subject to change in the event of extenuating circumstances.
·Plagiarism Students must present their seminar in their own words.Whenever students take an idea, or a passage from another author, they must acknowledge their debt both by using quotation marks where appropriate and by proper referencing.Plagiarism is a major academic offence.
·For computer-marked multiple-choice tests and exams, software may be used to check for unusual coincidences in answer patterns that may indicate cheating.
·In the event that deferred or supplemental examinations are permitted, these examinations may not necessarily be of the multiple-choice/short answer type.
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