Week |
Subject |
Related Preparation |
1) |
• Introduce the course to the students
• Syllabus
• Discuss Course Outline, |
None |
2) |
• Diagnose the evoked potential device
• Learn about the purpose of use in clinics |
Proposed reading |
3) |
Know what they are used for
• See the difference in use in neurology and ophthalmology
• Know the location of multiple sclerosis
• Visual Evoked Potentials (VEP) |
Practise on device |
4) |
• Learn the location of somatosensory evoked potentials in neurological disease diagnoses
• Explain the use of somatosensory evoked potentials in intraoperative neurophysiological monitoring
• Somatosensory Evoked Potentials (SEP) |
Proposed reading |
5) |
Monitor brain stem auditory evoked potentials for different uses in otorhinolaryngology and neurology
• Assess how well they support your diagnosis
• Brain stem auditory evoked potential (BAEP) |
Practise on the device |
6) |
Evoked potentials case studies |
None |
7) |
Emphasizes the importance of evoked potentials in the diagnosis of multiple sclerosis
• Explain the importance of evoked potentials in the follow-up of multiple sclerosis and evaluation of treatment stages |
Related readiing |
8) |
Visual evoked potentials (VEP) are the most prevalent in the early diagnosis of multiple sclerosis
• See the assessment of VEP wave patterns in normal and diseased states |
Case evoluations |
9) |
MIDTERM EXAM |
None |
10) |
Diagnostic importance of SEP in the medullary spinalis tumors and in the follow up
• Discussion of diagnostic use of SEP in narrow spinal canal |
Working on the devices |
11) |
Discuss the place of SEP before and after spinal cord surgery |
Proposed reading |
12) |
Discuss the benefits of monitoring with BAEP before and during brain surgery
• Discuss the benefits of monitoring with SEP before and during spinal operations |
Video watching |
13) |
Learn the rules for placement of the evoked potential device in the operating room
• Discussing the main points of surgery-technician-surgeon communication |
Discuss the cases |
14) |
Discuss the differences between evoked potentials and EEG implications in brain death
• Evaluate the use of evoked potentials in terms of brain death |
case evaluations |
15) |
Repeating of the subjects by case reports and video presentations |
None |
16) |
Final Exam |
None |
|
Program Outcomes |
Level of Contribution |
1) |
Accepting the patient within the competence, preparing the patient for the examination |
1 |
2) |
Applying the desired electroenophysiological tests, EEG, ENMG and UP according to the correct methods and procedures |
1 |
3) |
Prepare all the devices used in the electroneurophysiology laboratory for measurements |
2 |
4) |
To learn the features and treatments of neurological diseases and treatments |
1 |
5) |
Carrying out the follow-up and control of the patient records which have been examined in the laboratory until the reporting period |
1 |
6) |
Ability to work in labs according to quality goal |
2 |
7) |
Can apply all procedures for working environment and biosecurity of the environment |
1 |
8) |
To be knowledgeable about neurological diseases
To know basic signs and symptoms of neurological diseases
To know the tests used in diagnosis and follow-up of neurological diseases |
3 |
9) |
To be able to maintain individual communication before and after the examination with the patients in the laboratory |
1 |
10) |
Prepare all necessary electrodes, connection cables and disposable electrodes to be used in laboratory tests and to use them correctly and safely |
|
11) |
To be able to take care of an Electrourophysiology laboratory alone and to make up for its deficiencies |
1 |