Presented During:
Sunday, June 23, 2024: 9:00 AM - 1:00 PM
COEX
Room:
Grand Ballroom 105
Poster No:
1010
Submission Type:
Educational Course - Half Day (4 hours)
Authors:
Hiromasa Takemura1,2,3, Nicola Palomero-Gallagher4,5, Hiromasa Takemura1,2,3, Stephanie Forkel6,7,8, Jongho Lee9, Henry Evrard10,11,12, Abbas Sadikot13, Katrin Karadachka14,15
Institutions:
1National Institute for Physiological Sciences, Okazaki, Japan, 2SOKENDAI, Hayama, Japan, 3Center for Information and Neural Networks, Advanced ICT Research Institute, NICT, Suita, Japan, 4Research Centre Jülich, Jülich, Germany, 5Heinrich Heine University Düsseldorf, Düsseldorf, Germany, 6Donders Institute for Brain Cognition Behaviour, Radboud University, Nijmegen, Netherlands, 7Sorbonne Universities, Paris, France, 8King’s College London, London, United Kingdom, 9Seoul National University, Seoul, Korea, Republic of, 10International Center for Primate Brain Research, CEBSIT, Chinese Academy of Sciences, Shanghai, China, 11Max Planck Institute for Biological Cybernetics, Tübingen, Germany, 12Eberhard Karl University of Tübingen, Tübingen, Germany, 13Montreal Neurological Institute, McGill University, Montreal, Quebec, Canada, 14Donders Institute for Cognition, Nijmegen, Gelderland, 15Radboud University, Nijmegen, Netherlands
Organizer:
Hiromasa Takemura
National Institute for Physiological Sciences|SOKENDAI|Center for Information and Neural Networks, Advanced ICT Research Institute, NICT
Okazaki, Japan|Hayama, Japan|Suita, Japan
Additional Organizer:
Presenter(s):
Hiromasa Takemura
National Institute for Physiological Sciences|SOKENDAI|Center for Information and Neural Networks, Advanced ICT Research Institute, NICT
Okazaki, Japan|Hayama, Japan|Suita, Japan
Stephanie Forkel
Donders Institute for Brain Cognition Behaviour, Radboud University|Sorbonne Universities|King’s College London
Nijmegen, Netherlands|Paris, France|London, United Kingdom
Jongho Lee
Seoul National University
Seoul, Korea, Republic of
Henry Evrard
International Center for Primate Brain Research, CEBSIT, Chinese Academy of Sciences|Max Planck Institute for Biological Cybernetics|Eberhard Karl University of Tübingen
Shanghai, China|Tübingen, Germany|Tübingen, Germany
Abbas Sadikot
Montreal Neurological Institute, McGill University
Montreal, Quebec, Canada
Katrin Karadachka, MSc
Donders Institute for Cognition|Radboud University
Nijmegen, Gelderland|Nijmegen, Netherlands
Please describe the advantage of addressing the topic as an Educational Course:
The course will provide an overview of classical and modern approaches to the analysis of neuroanatomy and its relation to brain function. It is aimed at a multidisciplinary audience, and will provide an introduction to key concepts on human neuroanatomy from the macro to microscale, such as gross anatomical landmarks, cyto- and myeloarchitecture, white matter pathways, cortical areas, and thalamic nuclei. The relevance of anatomical knowledge for the interpretation of structural and/or functional imaging data will be made explicit. The course will also cover talks introducing how comparisons across different species will help understanding functional and anatomical organization of the human brain, and how neuroimaging methods can be used to evaluate similarities and differences across species. Furthermore, the course will highlight how neuroanatomy is essential for scientists who wish to address research questions about clinical disorders. Participants of the course will thus be able to interpret neuroimaging findings within the underlying anatomical framework of the brain, to critically evaluate translation of findings in animal models into human brains.
Finally, we note that we used the same title “Neuroanatomy and Its impact on Structural and Functional Imaging (In Memory of Karl Zilles)", as last year to emphasize the importance of promoting neuroanatomic education in the OHBM community. In the past, Dr. Karl Zilles arranged a neuroanatomy educational course in the OHBM annual meeting almost every year, and we believe that the course had a significant positive impact on the field. To preserve and continue Karl's conviction that the results of neuroimaging studies cannot be understood without knowing the anatomy of the brain, we would like to maintain the same title while we invite different speakers to those from last year to ensure a creative course based upon the perspective from a diverse set of speakers.
Provide a brief paragraph (roughly 250 words) describing the timeliness and importance of the topic and the desired learning outcomes.
Since its inception, OHBM has had an Educational Course during its annual meeting that educated researchers across the board - from students to PIs - on the importance of neuroanatomy to understand the organization of human brains as well as to interpret non-invasive neuroimaging data. The proposed Educational Course will begin by the lecture of human neuroanatomy in general, focusing on macroanatomical landmarks and white matter tracts, highlighting the significance of neuroanatomy in the careful analysis of neuroimaging data and the improvement of models on how the human brain processes information (Takemura). Five speakers have been invited who will give lectures on each specific topic on neuroanatomy and neuroimaging; terminology and history of neuroanatomy (Forkel), measuring myeloarchitecture using quantitative MRI (Lee), comparative analysis on white matter organization using diffusion MRI (Eichert), and non-human primate neuroanatomy and neuroimaging to understand the insular cortex (Evrard). Finally, since there are urgent needs to bridge basic science on human brain mapping and clinical studies, we also invited an expert neurologist and neurosurgeon, who will give a lecture on the neuroanatomy of thalamic nuclei and its relationship with neurological disorders (Sadikot). The desired learning outcome for the audience would be to learn (1) key concepts of neuroanatomy to understand the human brain including historical contexts of terminology, (2) how to use various neuroimaging methods to investigate human brain structure, (3) the utility of studying animal models to understand findings in human neuroimaging and neuroanatomy, and (4) how to bridge basic studies on neuroanatomy and neuroimaging and clinical studies on disorders.
List 2-3 specific learning objectives for the audience. Learning objectives are used for ACCME purposes.
1. Understand key concepts and terminologies of neuroanatomy, such as macroanatomical landmarks, white matter tracts and laminar organization.
2. Understand the importance of comparative studies to discern brain organization and biological mechanisms.
3. Understand why knowledge on neuroanatomy is essential for clinical studies on neurological disorders.
Please identify your target audience (1-2 sentences).
The prime target audience is researchers with an interest in understanding the relationship between brain structure and function. This includes researchers with limited anatomical knowledge, but prior experience with neuroimaging.
OHBM requires Educational Courses to incorporate audience engagement. What percentage of time will be allocated to ensure audience engagement occurs in your course?
Each talk will be followed by a short question and answer session to ensure audience engagement. After the end of all talks, we will accept questions for any of the speakers. We will include a few breaks during the course, to further ensure the opportunity of informal in-person interactions between speakers and audience.
List the specific activities you will integrate into your Educational Course to ensure audience engagement.
We will assign at least one moderator for each talk, who will pick questions from the audience, in order to ensure active interaction between speakers and the audience. We also encourage speakers to include a quiz to the audience during their talk to further interact with the audience. We plan to take questions from the audience using both a microphone in the conference room and mobile app, since these two systems have complementary benefits to ensure active interactions.
Please provide justification on why your speaker selection meets OHBM's selection criteria concerning diversity of speakers. As stated in our Code of Conduct, we explicitly honor diversity with respect to multiple factors, including age, culture, ethnicity, gender identity or expression, language, national origin, political beliefs, profession, race, religion, sexual orientation, and socioeconomic status. Inclusion of speakers from traditionally under-represented groups/nations is particularly encouraged.
If no, please provide justification.
The speaker list of this proposal includes scientists who are actively working in the field of neuroanatomy and neuroimaging in different countries (Japan, Netherlands, UK, Canada, Korea, and China) and is balanced in terms of gender among the speakers and organizers (3 females and 4 males). We emphasize that Asian counties have been a relatively underrepresented in the OHBM and inclusion of speakers from Japan, Korea, and China will be beneficial for a successful annual meeting in Seoul.
Please provide justification on why your proposal meets OHBM's selection criteria concerning diversity of scientific perspectives or topics. Examples include: various software packages, alternative analytic perspectives, or different elements of a broad approach.
Our proposal includes a diverse set of speakers, in terms of scientific approach (gross neuroanatomy, quantitative MRI, diffusion MRI, cytoarchitecture, and non-human primate study), scientific topics (anatomical landmarks, myeloarchitecture, brain evolution, and neurological disorders) and species (humans, rhesus macaques, and other mammalian species). Therefore this course will contribute to the diversity of scientific perspectives in the meeting.