ANAT2341 Lab 12: Difference between revisions

From Embryology
No edit summary
Line 1: Line 1:
=QUIZ=


== 1. QUIZ ==
=Stem Cell Paper Presentation=


== 2. Group Projects ==
As part of the assessment for this course, your group will give a 15 minutes journal club presentation (including 3 minutes question time) in  lab 11 on 19 October. For this you will discuss a recent (published after 2012) original research article (not a review!) on stem cell biology or technology.


I will now give each group an opportunity to give a short presentation (5-10 min) of their project to the rest of the class in todays laboratory. '''THIS IS NOT AN ASSESSMENT ITEM'''.
'''Please send the PDFs of 2-3 articles to Annemiek (A.Beverdam@unsw.edu.au) by 5 pm on Friday 13 October. She will judge suitability and select the article best suited for the journal club.'''


Please note the final practical will give you an opportunity to briefly present your project to your classmates. I will not be making any assessment of your presentation. This is an opportunity to discuss how you planned your project and what worked/did not work for your group.
Please note that the best articles are found in journals with the highest impact factors: Nature, Science, Cell, Cell Stem Cell, etc). Please contact Annemiek in case you are at a loss, and she will help you find one.


During the presentation it works best if one student discusses the introduction, the second the results section, and the third the discussion section. Please note that one slide takes about 1 minute to talk through. So do not use more than 15 to 20 slides total. Please read through the following tips for how to prepare a good presentation.


Projects are locked from today.
Each other group will ask at least one question following a journal club presentation.
* I will complete the final project assessments during study week.
* This component will contribute 20% of your final mark for the course.
* The Group Assessment Criteria are shown in the table below.
* The Project Page is assessed and given a mark out of '''20'''.
** If you have made a significant, ongoing, error free contribution to the project page, you will receive the full mark given to the project.
* Each member of the group will be assessed separately for their contribution to the project page.
** Evidence of ongoing contribution from the project history (not just in the final weeks).
** Evidence of significant contribution from the project history (not just a large number of small edits).
** Evidence uploaded content conforms to referencing and copyright conditions.
** Evidence of interaction with other group members (from discussion page, Moodle forum and other identifiable sources)


You will receive a group mark based on insight and comprehension, presentation and slide style, questions, engagement and discussion, keeping within time.
[[Media:Journal_club_articles.pdf|2017 journal club articles]]
=Presentation Hints for Student=


<br><br>
1. Keep your presentation short and concise. Not every detail of the article needs to be discussed in the presentation, but limit it to the bare minimum that is required to get the main message of the article across. For instance, do not go into too much detail in method sections. Not all nitty-gritty detail of the results needs to be discussed. The less info your audience has to take in, the higher the chance that they will understand your story.
{|
! Group Assessment Criteria
|-
|
# The key points relating to the topic that your group allocated are clearly described.
# The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.
# Content is correctly cited and referenced.
# The wiki has an element of teaching at a peer level using the student's own innovative diagrams, tables or figures and/or using interesting examples or explanations.
# Evidence of significant research relating to basic and applied sciences that goes beyond the formal teaching activities.
# Relates the topic and content of the Wiki entry to learning aims of embryology.
# Clearly reflects on editing/feedback from group peers and articulates how the Wiki could be improved (or not) based on peer comments/feedback. Demonstrates an ability to review own work when criticised in an open edited wiki format. Reflects on what was learned from the process of editing a peer's wiki.
# Evaluates own performance and that of group peers to give a rounded summary of this wiki process in terms of group effort and achievement.
# The content of the wiki should demonstrate to the reader that your group has researched adequately on this topic and covered the key areas necessary to inform your peers in their learning.
# Develops and edits the wiki entries in accordance with the above guidelines.
|}


==3. My Experience==
2. Split the presentation up in three parts: introduction, Results and Discussion. Do not talk through the Material and Methods Sections separately!


Please remember to complete you're MyExperience survey ([https://moodle.telt.unsw.edu.au/course/view.php?id=28181 accessed in Moodle]) for this course.  
- '''Introduction''' equips the audience with the information required to understand the the research, and supports the research hypothesis and research questions addressed in the article.
- The '''results''' sections consists of multiple sections. Talk through each of these sections in the following sequence: 1. research question asked, 2. assays and methods used to address this question, 3. experimental outcomes, 4. conclusions.  
- The '''discussion''' summarizes and interprets the outcomes, discusses the shortfalls, places the results in the larger context of the research fields, discusses the implications of the data for human disease, and issues raised by the findings and future experiments that will may resolve these questions.


3. Use mostly figures and very limited text on your slides. Make sure that you know and understand what you want to get across. Do not use cheat sheets and do not learn your presentation literally by heart. Explain carefully. Use your slides as cheat sheets. Make eye contact with your audience and get a feel for whether they understand your story.


We have recently redesigned the course based upon feedback and the new 2025 UNSW educational plan. These changes are designed to help students learning and include:
4. Talk your audience carefully through each of the slides and engage with the slides and with your audience to gauge their understanding. Slides are an indispensable part of the presentation. Each item on your slides should be relevant and addressed and highlighted with pointer, fingers, stick. Slide shows are indispensable for a presentation, as is the presenter. They should support and enhance a presentation, they should aid your audience in understanding.


# Putting one lecture online each week online to simplify student attendance and provide an alternative self-directed learning component.
5. Talk your audience through each of the figures on your slides. Figures may be obvious to you, but not to your audience unless you explain them carefully. So explain what experiment has been carried out, and what is displayed in the figure:
# Introducing tutorials to review the online lectures.
        on the X and Y-axes
# Timetabling face to face lecture and laboratory to be on the same day.
        what the bars represent in diagrams
# Increasing research guest researcher presentation in the laboratory.
        the tissues/cell types displayed
# Including new "wet lab" components.
        the bands on Western blot, RNA and DNA gels,
# Adjusting assessment criteria allocation, less theory exam (50%) more individual assessment (30%).
        What colors represent colors in immunostainings, etc etc.
# Introducing weekly quizzes for individual assessment.


6. Please note that you only need to highlight this experimental detail that is necessary to get the main message of the figure across.


7. Annotate the figures in your presentation carefully but sparingly. Label panels, axes, images etc so that figures are self-explicatory.


8. To stay in control the presenter should flick through the slide show. Not another member of the team.


{{2017ANAT2341 footer}}
9. If you didn’t understand the articles in depth, read a recent review or even go back to text books to acquire the basic knowledge. Also, if you discuss results of a crucial experiment but do not understand the technology. Please go back to the original references or your text books to read up on this technology. You should be on top of everything you say or write up in your slides.
 
10. Stick to your time. Don’t make too many slides. Each slide should take about a minute on average to talk through. Try to avoid acronyms and abbreviation.
 
 
==2017 References==
{{#pmid:23123964}}
 
{{#pmid:22392999}}
 
{{#pmid:25422083}}
 
{{#pmid:28741855}}
 
{{#pmid:28982177}}
 
{{#pmid:22776413}}
 
 
<br>
{{2018ANAT2341 footer}}

Revision as of 14:39, 19 July 2018

QUIZ

Stem Cell Paper Presentation

As part of the assessment for this course, your group will give a 15 minutes journal club presentation (including 3 minutes question time) in lab 11 on 19 October. For this you will discuss a recent (published after 2012) original research article (not a review!) on stem cell biology or technology.

Please send the PDFs of 2-3 articles to Annemiek (A.Beverdam@unsw.edu.au) by 5 pm on Friday 13 October. She will judge suitability and select the article best suited for the journal club.

Please note that the best articles are found in journals with the highest impact factors: Nature, Science, Cell, Cell Stem Cell, etc). Please contact Annemiek in case you are at a loss, and she will help you find one.

During the presentation it works best if one student discusses the introduction, the second the results section, and the third the discussion section. Please note that one slide takes about 1 minute to talk through. So do not use more than 15 to 20 slides total. Please read through the following tips for how to prepare a good presentation.

Each other group will ask at least one question following a journal club presentation.

You will receive a group mark based on insight and comprehension, presentation and slide style, questions, engagement and discussion, keeping within time.

2017 journal club articles

Presentation Hints for Student

1. Keep your presentation short and concise. Not every detail of the article needs to be discussed in the presentation, but limit it to the bare minimum that is required to get the main message of the article across. For instance, do not go into too much detail in method sections. Not all nitty-gritty detail of the results needs to be discussed. The less info your audience has to take in, the higher the chance that they will understand your story.

2. Split the presentation up in three parts: introduction, Results and Discussion. Do not talk through the Material and Methods Sections separately!

- Introduction equips the audience with the information required to understand the the research, and supports the research hypothesis and research questions addressed in the article. - The results sections consists of multiple sections. Talk through each of these sections in the following sequence: 1. research question asked, 2. assays and methods used to address this question, 3. experimental outcomes, 4. conclusions. - The discussion summarizes and interprets the outcomes, discusses the shortfalls, places the results in the larger context of the research fields, discusses the implications of the data for human disease, and issues raised by the findings and future experiments that will may resolve these questions.

3. Use mostly figures and very limited text on your slides. Make sure that you know and understand what you want to get across. Do not use cheat sheets and do not learn your presentation literally by heart. Explain carefully. Use your slides as cheat sheets. Make eye contact with your audience and get a feel for whether they understand your story.

4. Talk your audience carefully through each of the slides and engage with the slides and with your audience to gauge their understanding. Slides are an indispensable part of the presentation. Each item on your slides should be relevant and addressed and highlighted with pointer, fingers, stick. Slide shows are indispensable for a presentation, as is the presenter. They should support and enhance a presentation, they should aid your audience in understanding.

5. Talk your audience through each of the figures on your slides. Figures may be obvious to you, but not to your audience unless you explain them carefully. So explain what experiment has been carried out, and what is displayed in the figure:

       on the X and Y-axes
       what the bars represent in diagrams
       the tissues/cell types displayed
       the bands on Western blot, RNA and DNA gels,
       What colors represent colors in immunostainings, etc etc.

6. Please note that you only need to highlight this experimental detail that is necessary to get the main message of the figure across.

7. Annotate the figures in your presentation carefully but sparingly. Label panels, axes, images etc so that figures are self-explicatory.

8. To stay in control the presenter should flick through the slide show. Not another member of the team.

9. If you didn’t understand the articles in depth, read a recent review or even go back to text books to acquire the basic knowledge. Also, if you discuss results of a crucial experiment but do not understand the technology. Please go back to the original references or your text books to read up on this technology. You should be on top of everything you say or write up in your slides.

10. Stick to your time. Don’t make too many slides. Each slide should take about a minute on average to talk through. Try to avoid acronyms and abbreviation.


2017 References

Zhu SJ & Pearson BJ. (2013). The Retinoblastoma pathway regulates stem cell proliferation in freshwater planarians. Dev. Biol. , 373, 442-52. PMID: 23123964 DOI.

Davidson KC, Adams AM, Goodson JM, McDonald CE, Potter JC, Berndt JD, Biechele TL, Taylor RJ & Moon RT. (2012). Wnt/β-catenin signaling promotes differentiation, not self-renewal, of human embryonic stem cells and is repressed by Oct4. Proc. Natl. Acad. Sci. U.S.A. , 109, 4485-90. PMID: 22392999 DOI.

Kitamura S, Sakurai H & Makino H. (2015). Single adult kidney stem/progenitor cells reconstitute three-dimensional nephron structures in vitro. Stem Cells , 33, 774-84. PMID: 25422083 DOI.

Chubb R, Oh J, Riley AK, Kimura T, Wu SM & Wu JY. (2017). In Vivo Rescue of the Hematopoietic Niche By Pluripotent Stem Cell Complementation of Defective Osteoblast Compartments. Stem Cells , 35, 2150-2159. PMID: 28741855 DOI.

Ihara K, Fukuda S, Enkhtaivan B, Trujillo R, Perez-Bello D, Nelson C, Randolph A, Alharbi S, Hanif H, Herndon D, Prough D & Enkhbaatar P. (2017). Adipose-derived stem cells attenuate pulmonary microvascular hyperpermeability after smoke inhalation. PLoS ONE , 12, e0185937. PMID: 28982177 DOI.

Kaigler D, Pagni G, Park CH, Braun TM, Holman LA, Yi E, Tarle SA, Bartel RL & Giannobile WV. (2013). Stem cell therapy for craniofacial bone regeneration: a randomized, controlled feasibility trial. Cell Transplant , 22, 767-77. PMID: 22776413 DOI.



Template:2018ANAT2341 footer