Students engage in molecular imaging activities to explore the importance of the relationship between biological scale and imaging scale, gain new insights into biological structure and function, bring quantification into biology, and learn ways of advancing nanomedicine, regenerative medicine, and nuclear medicine, which contribute to the NIH Roadmap initiatives.

Topic: Biological imaging and scale in medical research

Developer: Dan Kelley

Primary Learning Goals

• Students will understand the importance of biological scale and imaging scale when producing biological images.
• Students will understand how imaging provides scientists and physicians ways of knowing the structure and function of biological processes.
• Students will understand that imaging is a quantitative tool in biology, which allows them to measure and interpret images across the biological scale.
• Students will understand how nanoimaging, molecular imaging, and medical imaging can advance nanomedicine, regenerative medicine, and nuclear medicine and contribute to the goals of the NIH Roadmap.

Secondary Learning Goals

• Students will be able to answer questions about biological images at various biological scales which fosters an understanding of the relationship between biological scale and imaging scale and fosters the development of analytical skills.
• Students will be able to answer questions about biological images with fluorescent probes or radioactive markers which fosters an understanding of the way imaging provides information about biological structure and function of biological processes.
• Students will be able to answer survey questions on the informativeness and usefulness of 2D images, 3D images, and stereolithographic models which fosters the development of evaluation skills.
• Students will be able to demonstrate proficiency using NIH Image J software to quantify biological images and interpret the quantifications which fosters the understanding that biological images are quantifiable and fosters the development of skills in computer use, analysis and synthesis.
• Students will be able to know how nanoimages, molecular images and medical images advance nanomedicine, regenerative medicine, and nuclear medicine which fosters an understanding how imaging contributes to the NIH Roadmap initiatives.

Diversity

Diversity in students’ cultural and educational backgrounds is accounted for by incorporating multiple modes of teaching and assessment forms. To minimize discrepancies in education, we review background information in our minilectures. We engage students of diverse cultures by introducing scientists from different nations who have contributed to imaging. Audiovisual aids help clarify difficult material. We use the video, “Power of Ten,” to introduce the concept of biological scale and a movie clip of the “Hulk” to illustrate the effect of fluorescence. Using a computer software program, NIH Image J , we quantify images and using hand held models of a brain and Phineas Gage’s skull we show how images can be utilized to create stereolithographic models. To assess learning gains we use a variety of assessment forms: oral discussion, written answers, surveys, and pre and post assessments.

Scientific Teaching Themes

With evolving imaging technology, biological imaging misconceptions develop:

• Biological science and imaging science are distinct. This is a misconception because these sciences are symbiotic.
• Any imaging technique can image any biological specimen. This is a misconception since there is a relationship between biological scale and imaging scale.
• Biological images reveal mainly biological structure. This is a misconception since molecular imaging with fluorescent probes, PET imaging with radioactive markers, and fMRI reveal structure and function of biological processes.
• Biological imagines are not quantifiable. This is a misconception since computer software programs like NIH Image J can measure biological images.
• Biological images do not advance science or medicine. This is a misconception since imaging can advance nanomedicine, molecular medicine, and nuclear medicine, which contribute to the NIH initiatives.

These misconceptions are addressed in our learning goals by showing how biological scale and imaging scale are related, how biological imaging provides ways of knowing biological structure and function, how biological images can be quantified, and how biological images contribute to the NIH Roadmap initiatives.

We use backward design to create this teaching unit. The concepts that are generally considered difficult to understand such as biological scale, ways of knowing biology, quantifying images, and advancing NIH Roadmap initiatives provide a basis for the learning goals. By transferring learning goals from the perspective of the teacher to learning outcomes from the perspective of the student, we are able to delineate measurable criteria for assessment purposes. Course activities are developed with this in mind.

Active Learning

When introducing a topic we select interesting nanoimages, molecular images, and medical images so that students can understand the relationship between biological scale and imaging scale. By introducing fluorescent probes, PET images with radioactive markers, and fMRI, students can gain an understanding how images provide ways of knowing biological structure and function.

Through introduction of image analysis software, NIH Image J, students are able to extend their conceptual understanding of imaging analysis into a computer skill using real data. In this way they come to understand the concept that biological images can be quantified. Contributions of nanoimaging to nanomedicine, molecular imaging to regenerative medicine, and PET nuclear medical imaging to nuclear medicine can advance NIH Roadmap initiatives.

Assessment

Assessments help determine whether or not learning goals and specific learning outcomes have been accomplished. Written answers to questions about biological scale using nanoimages, molecular images, and medical images help foster an understanding of the relationship between biological scale and imaging scale as well as the development of analytical skills.

Written answers to questions about biological structure and function using images with fluorescent probes and radioactive markers help determine an understanding of the way imaging provides ways of knowing biological function and develops analytical skills.

Answers to survey questions about the quality of visual information and biological utility of 2D images, 3D images, and stereolithographic models help develop evaluation skills.

Answers to questions about quantification of images help determine students’ proficiency with NIH Image J software.

Pre and post quizzes determine how much knowledge students actually have acquired and how well they have developed new skills. The in-class activities are meant to help students build knowledge and skills.