Incorporating an ERP Project into Undergraduate Instruction.

Electroencephalogram (EEG) is a relatively non-invasive, simple technique, and recent advances in open source analysis tools make it feasible to implement EEG as a component in undergraduate neuroscience curriculum. We have successfully led students to design novel experiments, record EEG data, and analyze event-related potentials (ERPs) during a one-semester laboratory course for undergraduates in cognitive neuroscience. First, students learned how to set up an EEG recording and completed an analysis tutorial. Students then learned how to set up a novel EEG experiment; briefly, they formed groups of four and designed an EEG experiment on a topic of their choice. Over the course of two weeks students collected behavioral and EEG data. Each group then analyzed their behavioral and ERP data and presented their results both as a presentation and as a final paper. Upon completion of the group project students reported a deeper understanding of cognitive neuroscience methods and a greater appreciation for the strengths and weaknesses of the EEG technique. Although recent advances in open source software made this project possible, it also required access to EEG recording equipment and proprietary software. Future efforts should be directed at making publicly available datasets to learn ERP analysis techniques and making publicly available EEG recording and analysis software to increase the accessibility of hands-on research experience in undergraduate cognitive neuroscience laboratory courses.

A Phase II Clinical Trial of Nivolumab and Temozolomide for Neuroendocrine Neoplasms.

PURPOSE: Treatment options are limited in patients with metastatic neuroendocrine neoplasms (NEN). We present the results for a phase II trial of combination nivolumab and temozolomide in patients with advanced NEN along with results of immune changes in peripheral blood. PATIENTS AND METHODS: NCT03728361 is a nonrandomized, phase II study of nivolumab and temozolomide in patients with NEN. The primary endpoint was response rate using RECIST 1.1. Secondary endpoints included progression-free survival (PFS), overall survival (OS), and safety. Immune profiling was performed by mass cytometry to evaluate the effect on peripheral blood immune cell subsets. RESULTS: Among all 28 patients with NEN, the confirmed response rate was 9/28 [32.1%, 95% confidence interval (CI): 15.9-52.4]. Of 11 patients with lung NEN, the response rate was 64% (n = 7); there was a significant difference in responses by primary tumor location (lung vs. others, P = 0.020). The median PFS was 8.8 months (95% CI: 3.9-11.1 months), and median OS was 32.3 months (95% CI: 20.7-not reached months). Exploratory blood immune cell profiling revealed an increase in circulating CD8+ T cells (27.9% ± 13.4% vs. 31.7% ± 14.6%, P = 0.03) and a decrease in CD4+ T cells (59.6% ± 13.1% vs. 56.5% ± 13.0%, P = 0.001) after 2 weeks of treatment. LAG-3-expressing total T cells were lower in patients experiencing a partial response (0.18% ± 0.24% vs. 0.83% ± 0.55%, P = 0.028). Myeloid-derived suppressor cell levels increased during the study and did not correlate with response. CONCLUSIONS: Combination nivolumab and temozolomide demonstrated promising activity in NEN. See related commentary by Velez and Garon, p. 691.

Teaching laboratory neuroscience at bowdoin: the laboratory instructor perspective.

Bowdoin College is a small liberal arts college that offers a comprehensive Neuroscience major. The laboratory experience is an integral part of the major, and many students progress through three stages. A core course offers a survey of concepts and techniques. Four upper-level courses function to give students more intensive laboratory research experience in neurophysiology, molecular neurobiology, social behavior, and learning and memory. Finally, many majors choose to work in the individual research labs of the Neuroscience faculty. We, as laboratory instructors, are vital to the process, and are actively involved in all aspects of the lab-based courses. We provide student instruction in state of the art techniques in neuroscience research. By sharing laboratory teaching responsibilities with course professors, we help to prepare students for careers in laboratory neuroscience and also support and facilitate faculty research programs.

GPER/GPR30, a membrane estrogen receptor, is expressed in the brain and retina of a social fish (Carassius auratus) and colocalizes with isotocin.

Estradiol rapidly (within 30 minutes) influences a variety of sociosexual behaviors in both mammalian and nonmammalian vertebrates, including goldfish, in which it rapidly stimulates approach responses to the visual cues of females. Such rapid neuromodulatory effects are likely mediated via membrane-associated estrogen receptors; however, the localization and distribution of such receptors within the nervous system is not well described. To begin to address this gap, we identified GPER/GPR30, a G-protein-coupled estrogen receptor, in goldfish (Carassius auratus) neural tissue and used reverse-transcription polymerase chain reaction (RT-PCR) and in situ hybridization to test if GPR30 is expressed in the brain regions that might mediate visually guided social behaviors in males. We then used immunohistochemistry to determine whether GPR30 colocalizes with isotocin-producing cells in the preoptic area, a critical node in the highly conserved vertebrate social behavior network. We used quantitative (q)PCR to test whether GPR30 mRNA levels differ in males in breeding vs. nonbreeding condition and in males that were socially interacting with a female vs. a rival male. Our results show that GPR30 is expressed in the retina and in many brain regions that receive input from the retina and/or optic tectum, as well as in a few nodes in the social behavior network, including cell populations that produce isotocin. J. Comp. Neurol. 525:252-270, 2017. © 2016 Wiley Periodicals, Inc.

Collaborative Research in Teaching: Collaboration between Laboratory Courses at Neighboring Institutions.

The concept of collaboration is central to many scientific endeavors. Here we present a model for collaborative research between laboratory courses in behavioral neuroscience at different institutions (or for that matter, multiple classrooms at a single institution). This course design engages undergraduate students in novel scientific research inside the classroom, and in discussion of that research between classrooms. In addition to exposing students to scientific collaboration, teaching these courses in tandem allows for the sharing of a number of resources while allowing collection of potentially publishable data and training students to conduct continuing independent research. For the 2003 and 2004 school years, we have run in collaboration the Laboratory in Brain and Behavior course at Colby College and the Laboratory in Behavioral Neuroscience: Learning and Memory course at Bowdoin College. The students enrolled in these courses have conducted primary, novel research projects designed by the instructors using animal subjects. Students learn experimental design, and surgery, behavioral testing, and histological techniques. Enrollments are limited in these courses, so having both groups of students perform the same protocols increases the number of subjects in these studies, and therefore, the statistical power of the experiment. The physical distance between the schools requires that technology be used to bring students in the two courses together. We have used threaded discussion groups accessible to students at both schools for everyday exchange of methodological information and have used videoconferencing for "lab meetings" addressing methodological issues and data analysis.

An unusual case of emergence delirium.

We present a case of postoperative delirium following endoscopic sinus surgery. We postulate a mechanism for this rare event.