Chapter 1-8 Review: Introduction, Know The Lingo, Cranial Nerves, Embryology, Exam Info

Week 2 Notes: Nervous System Foundations, Embryology, Portfolio/Exam Logistics, and Week 2 Content

  • Opening and logistics

    • Week 2 focus: move from introductions to content; no breakout rooms due to time.
    • Two items introduced before diving into content: the Portfolio and Exam One (opens after class today).
    • Plan for today: address course questions, then cover week 1 and week 2 content; expect a discussion of week 3 content while working on the portfolio.
    • Announced: there will be time for questions about the syllabus and assignments later (at least 30 minutes).

  • Tech and course schedule issues raised in class

    • Proctorio (online exam monitoring) issues discussed:
    • Some students could not view images during the practice exam; issue not on faculty side; tech support contacted; instructors will coordinate with Canvas/ed tech partner if recurrent.
    • If a tech glitch occurs on an exam, email the instructor right after the test; credit adjustments may be made.
    • Calendar/Live session oddities:
    • A recurring live session appeared on Tuesday by mistake; not scheduled; fix to be implemented (801 fix zoom class times).
    • Exam and accommodations:
    • Exam open window: students have three days to complete; details announced in course site; exam is 30 points (about 10% of the overall grade).
    • If religious observance affects exam times or assignments, accommodations can be arranged; communicate in advance.
    • Availability for meetings:
    • Instructor offered in-person meetings today or Friday; email availability for a quick chat.

  • The Portfolio and Exam One (overview)

    • Exam One open after class today.
    • By class time next week, the first section of the portfolio is due, focusing on the respiratory system.
    • Exam One covers weeks 1 and 2 content; unit exam is designed to be low-stakes (e.g., 30 points, about $10\%$ of the course).
    • For the portfolio, work can be done while watching week 3 videos and flipping through the textbook/resources; keep the portfolio open as you study.
    • Resources and rubric location:
    • Portfolio instructions and rubric information live at the bottom of the syllabus under assignment information.
    • Required resources include Anatomy TV and Visible Body Suite; there are direct links in the syllabus or via NYU Home → Research tab → NYU Libraries → anatomy.tv.
    • Accessibility and citation guidance:
    • For the portfolio, internal citations and reference lists are not required.
    • Use textbook and lecture notes; Anatomy TV and Visible Body provide written content.
    • Use reputable online sources (e.g., ASHA, medical organizations, university/government sites) and critically evaluate online information.
    • Turnitin usage:
    • All assignments go through Turnitin; expect high similarity in the bottom box (muscle content) due to shared muscle information.
    • Top box (non-muscles, like bones and connective tissues) should be paraphrased in your own words; bullets or sentence fragments acceptable.
    • Portfolio structure and prompts:
    • Top box: non-muscles (bones, cartilage, connective tissues, etc.). Explain why each structure matters for the respiratory system and for future SLP practice. Connect function to speech pathology and respiration.
    • Bottom box: muscles (muscles of respiration).
    • For muscles: categorize as primary or accessory; indicate whether they are for inspiration, expiration, or both; provide the action (what happens when the muscle contracts and what it moves); provide neural innervation (e.g., diaphragm innervation noted as C1–C3 in this course’s guidance).
    • Images: include a small screen grab of the chosen image; ensure the image is sized to fit the page without overwhelming it. Most images should come from Anatomy TV or Visible Body Suite.
    • Important note on word choice and style:
    • Do not copy-paste; paraphrase in your own words.
    • The top box should primarily cover non-muscular structures (bones, cartilage, connective tissues) and explain functional importance related to respiration.
    • The bottom box should cover the muscles with consistent fields (functional group/inspiration vs. expiration; action; innervation; image).
    • Functional group terminology for muscles of respiration:
    • Primary muscles of inspiration
    • Primary muscles of expiration
    • Accessory muscles of inspiration
    • Accessory muscles of expiration
    • Example alignment: external intercostals (a muscle between ribs) contract to elevate the rib below.
    • Cranial nerves and respiration:
    • Emphasize nerves that will be focused on in the course (cranial nerves and spinal nerves) and how they relate to speech and swallowing.

  • Embryology review (week 1 content recap and relevance to SLP)

    • Week 1–2: rapid cell division; early development is rapid; foundational events set up later structures of head/neck relevant to SLP.
    • Week 3: germ layers form – ectoderm, endoderm, mesoderm.
    • Ectoderm: gives rise to skin, teeth, nails, hair, and nervous system (critical for speech-language pathology).
    • Endoderm: lining of internal organs.
    • Mesoderm: connective tissues and other tissues between outer and inner layers.
    • Facial development and arches:
    • Pharyngeal (branchial) arches form head and neck structures; mandible, laryngeal structures, tongue, etc., derive from these arches.
    • Week 5 to 7:
    • Brain differentiation into prosencephalon, mesencephalon, rhombencephalon.
    • Palate fusion not complete in week 5; complete fusion by week 7; implications for cleft lip/palate.
    • Week 8: embryo becomes fetus; development continues through weeks 8–12 (first trimester) with high sensitivity to developmental disruptions.
    • Clinical relevance:
    • Understanding embryology helps explain present-day presentations (e.g., cleft lip/palate) and informs treatment planning.
    • Public health context:
    • Cleft lip/palate interventions exist worldwide; some regions lack early intervention resources, highlighting the global relevance of the topic.
    • Mnemonic devices and study strategies:
    • Mnemonics can help memorize cranial nerves; consult medical student resources and AI tools as supplementary help, with caution to avoid over-reliance.

  • Neuroanatomy and brain organization (week 1–2 content emphasized)

    • Brain orientations and planes:
    • Sagittal plane (mid-sagittal section): views one hemisphere and midline structures; used to describe brain orientation and structures.
    • Lobes of the cerebral cortex:
    • Frontal lobe: anterior region; involved in executive functions, motor planning.
    • Parietal lobe: superior to temporal lobe; involved in sensory processing and integration.
    • Temporal lobe: inferior to both frontal and parietal lobes; involved in auditory processing and memory.
    • Occipital lobe: posterior region; primary visual processing.
    • Major features and landmarks:
    • Lateral fissure (Sylvian fissure): separates frontal/parietal lobes from temporal lobe.
    • Central sulcus: divides frontal and parietal lobes.
    • Parieto-occipital sulcus and preoccipital notch: imaginary lines used to demarcate occipital lobe borders; these lines are representations rather than hard borders.
    • Deep brain structures (as seen in cross-sections):
    • Basal ganglia: deep white-matter tracts; involved in movement refinement; dysfunction can lead to motor symptoms.
    • Thalamus (part of the diencephalon): relay station for many sensory and motor pathways.
    • Brainstem and cerebellum relationship:
    • Medulla (inferior portion of brainstem)
    • Pons (middle portion)
    • Midbrain (situated more anteriorly under the cortex)
    • Cerebellum (posterior and inferior to cortex; coordinating movement and balance)
    • White matter vs gray matter:
    • Gray matter: neuronal cell bodies; cerebral cortex is gray matter on the surface.
    • White matter: myelinated axons; tracts connect different brain regions and connect to the brainstem/spinal cord.
    • Practical takeaway for the course:
    • You will be asked to label diagrams and identify major structures (lobes, brainstem components, basal ganglia, thalamus, etc.).

  • Terminology and nomenclature notes

    • Developmental terminology vs. anatomical terminology:
    • Telencephalon includes cerebral cortex and basal ganglia.
    • Diencephalon includes thalamus and hypothalamus.
    • Mesencephalon = midbrain.
    • Metencephalon = pons and cerebellum.
    • Myelencephalon = medulla.
    • Alternate naming conventions exist in different texts; using more specific terms is usually clearer (e.g., cortex, basal ganglia, thalamus, hypothalamus, midbrain, pons, medulla, cerebellum).
    • Directional terms equivalences:
    • Dorsal can be equivalent to posterior in some contexts; caudal can also be equivalent to posterior depending on the view.
    • Advice:
    • Use pictures and real-life clinical context to solidify memory; connect anatomy to functional implications (e.g., how cerebellar injury affects speech/swallowing).

  • Cranial nerves and key points for speech-language pathology

    • Recurrent emphasis on cranial nerves (CN I–CN XII) and spinal nerves; nerves will recur across weeks and courses.
    • Memorization strategy:
    • Use mnemonics to remember the order and the functions.
    • Brain dump at the start of the exam: write down mnemonics and general nerve functions to help with educated guessing on exam questions.
    • Notable cranial nerves for speech/swallowing (as discussed in class):
    • Trigeminal nerve (CN V): sensory of face; motor to muscles of mastication (e.g., tensor veli palatini involvement in velum tension as discussed).
    • Facial nerve (CN VII): facial expressions; function related to face muscles.
    • Glossopharyngeal (CN IX): tongue/pharynx associations (root word “glosso” relates to tongue).
    • Vagus (CN X): broad range of functions; difficult to pin to a single aspect but important for speech and swallow; no simple mnemonic tie-ins (encourage creative associations).
    • Spinal accessory (CN XI): shoulder shrug and neck movements (spinal roots).
    • Hypoglossal (CN XII): tongue movement.
    • Conceptual approach to CN names:
    • The root of the name often hints at function or anatomical target (e.g., glosso- for tongue, pharyngeal for pharynx, mastication for chewing).
    • Practical exam tips:
    • Expect the exam to contain diagrams; you may be asked to label or identify functions and connections; a combination of multiple-choice, true/false, fill-in, and open-ended items may appear.

  • Study and exam readiness reminders

    • Open-book/exam strategy:
    • The exam accommodates different strengths with a mix of question types; there is a diagram labeling component in the exam.
    • Time management for exams:
    • You have 1 ext{ h }15 ext{ min} to complete the exam with 30 questions; typical pacing is not to rush—aim for thoughtful responses.
    • The exam notes area:
    • A blank notes space is provided for brain-dumps (e.g., cranial nerve mnemonics, quick recall notes); this area is not graded for points but can aid memory.
    • Scoring and grading nuances:
    • Each question is typically worth about 1 point; multi-part prompts can be worth multiple points; some questions may involve partial credits or subparts.
    • What to do if life interferes with exam timing:
    • Contact the instructor for extensions or accommodations; the instructor is willing to adjust timelines when life events occur (e.g., illness, caregiving).
    • Scrap paper policy:
    • Scrap paper is not allowed; use the provided notes area for brain dumps and time-tracking information.

  • Real-world connections and encouragement

    • The course emphasizes the integration of anatomy, physiology, and clinical practice for speech-language pathology.
    • Encouragement to connect content to real-world cases: examples include patients with cleft lip/palate, basal ganglia disorders affecting motor control, and brain injuries affecting speech production.
    • Resources and collaboration:
    • Use Anatomy TV, Visible Body Suite, textbook content, and reputable websites (ASHA, academic/government sites).
    • If uncertain about an image or source, email the instructor for feedback on image quality and suitability.
    • Encouragement to stay engaged:
    • Active participation in weekly topic reviews and submission of week-one/week-two questions helps with participation credit.
    • If you’re behind, reach out early for guidance and scheduling a quick meeting.

  • Quick recap of the week-two focus areas for study

    • Nervous system as the foundational control system for speech production and swallowing.
    • Respiratory system as the focus of the first portfolio section; understanding the non-muscular structures (top box) and muscles (bottom box) involved in respiration.
    • Week-2 concepts you’ll see reinforced in week 3 videos and materials; keep the portfolio open for easy note-taking as you study.
    • Embryology basics to connect present anatomy with developmental origins (weeks 1–8, germ layers, arch development, palate fusion timing, progression to fetus).
    • Brain anatomy, planes, lobes, and deep structures (basal ganglia, thalamus, brainstem, cerebellum) and their relevance to speech and swallowing.

  • Suggested study strategy (builder’s tips)

    • Build from the basics: start with nervous system foundations, then layer respiratory anatomy for the portfolio.
    • Use multiple modalities: lectures, textbook diagrams, anatomy apps (Anatomy TV, Visible Body), and reputable online sources.
    • Create and routinely review mnemonics for cranial nerves; practice labeling diagrams.
    • Relate anatomy to function and clinical scenarios (e.g., how lesions affect speech).
    • Schedule dedicated study time; small daily study blocks beat cramming; seek help early if you’re feeling overwhelmed.

  • Important notes for exam day

    • Have a clock or timer visible; there are no in-exam timers embedded in Proctorio, so self-timing is essential.
    • If you encounter a tech issue, document it and email the instructor promptly; expect accommodations as needed.
    • You have three days to complete the exam unless accommodations are made; religious or other observances can be accommodated with notice.

  • Acknowledgments and closing

    • The instructor encouraged questions and offered to meet; students were reminded to keep open channels of communication and to stay current with videos and readings.