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TAP: targeting and analysis pipeline for optimization and verification of coil placement in transcranial magnetic stimulation.
(Journal of neural engineering, 2022-04) Dannhauer, Moritz; Huang, Ziping; Beynel, Lysianne; Wood, Eleanor; Bukhari-Parlakturk, Noreen; Peterchev, Angel V
Objective.Transcranial magnetic stimulation (TMS) can modulate brain function via an electric field (E-field) induced in a brain region of interest (ROI). The ROI E-field can be computationally maximized and set to match a specific reference using individualized head models to find the optimal coil placement and stimulus intensity. However, the available software lacks many practical features for prospective planning of TMS interventions and retrospective evaluation of the experimental targeting accuracy.Approach.The TMS targeting and analysis pipeline (TAP) software uses an MRI/fMRI-derived brain target to optimize coil placement considering experimental parameters such as the subject's hair thickness and coil placement restrictions. The coil placement optimization is implemented in SimNIBS 3.2, for which an additional graphical user interface (TargetingNavigator) is provided to visualize/adjust procedural parameters. The coil optimization process also computes the E-field at the target, allowing the selection of the TMS device intensity setting to achieve specific E-field strengths. The optimized coil placement information is prepared for neuronavigation software, which supports targeting during the TMS procedure. The neuronavigation system can record the coil placement during the experiment, and these data can be processed in TAP to quantify the accuracy of the experimental TMS coil placement and induced E-field.Main results.TAP was demonstrated in a study consisting of three repetitive TMS sessions in five subjects. TMS was delivered by an experienced operator under neuronavigation with the computationally optimized coil placement. Analysis of the experimental accuracy from the recorded neuronavigation data indicated coil location and orientation deviations up to about 2 mm and 2°, respectively, resulting in an 8% median decrease in the target E-field magnitude compared to the optimal placement.Significance.TAP supports navigated TMS with a variety of features for rigorous and reproducible stimulation delivery, including planning and evaluation of coil placement and intensity selection for E-field-based dosing.
Intermittent Theta-Burst Stimulation for Memory Modulation in a Patient With Mild Cognitive Impairment and Trigeminal Neuralgia.
(The journal of ECT, 2023-12) McAllister, Margaret L; Slayton, Matthew A; Bukhari-Parlakturk, Noreen; Liu, Andy J; Peterchev, Angel V; Davis, Simon W
Reduced auditory perception and brain response with quiet TMS coil.
(Brain stimulation, 2024-11) Murphy, David LK; Koponen, Lari M; Wood, Eleanor; Li, Yiru; Bukhari-Parlakturk, Noreen; Goetz, Stefan M; Peterchev, Angel V
Background
Electromagnetic forces in transcranial magnetic stimulation (TMS) coils generate a loud clicking sound that produces confounding auditory activation and is potentially hazardous to hearing. To reduce this noise while maintaining stimulation efficiency similar to conventional TMS coils, we previously developed a quiet TMS double containment coil (qTMS-DCC).Objective
To compare the stimulation strength, perceived loudness, and EEG response between qTMS-DCC and a commercial TMS coil.Methods
Nine healthy volunteers participated in a within-subject study design. The resting motor thresholds (RMTs) for qTMS-DCC and MagVenture Cool-B65 were measured. Psychoacoustic titration matched the Cool-B65 loudness to qTMS-DCC pulsed at 80, 100, and 120 % RMT. Event-related potentials (ERPs) were recorded for both coils. The psychoacoustic titration and ERPs were acquired with the coils both on and 6 cm off the scalp, the latter isolating the effects of airborne auditory stimulation from body sound and electromagnetic stimulation. The ERP comparisons focused on a centro-frontal region that encompassed peak responses in the global signal while stimulating the primary motor cortex.Results
RMT did not differ significantly between the coils, with or without the EEG cap on the head. qTMS-DCC was perceived to be substantially quieter than Cool-B65. For example, qTMS-DCC at 100 % coil-specific RMT sounded like Cool-B65 at 34 % RMT. The general ERP waveform and topography were similar between the two coils, as were early-latency components, indicating comparable electromagnetic brain stimulation in the on-scalp condition. qTMS- DCC had a significantly smaller P180 component in both on-scalp and off-scalp conditions, supporting reduced auditory activation.Conclusions
The stimulation efficiency of qTMS-DCC matched Cool-B65 while having substantially lower perceived loudness and auditory-evoked potentials.Subtle echocardiogram findings requiring further investigation: restrictive cardiomyopathy in a rare genetic condition.
(BMJ case reports, 2024-10) Kreinbrook, Judah Andrew; Izzo, Laura; Atkins, Christopher; Das, Samrat
Mulibrey nanism (MN) is a extremely rare genetic condition first described in 1973, with around 150 cases reported worldwide. MN is characterised by growth delay and multiorgan manifestations, the most fatal being a combination restrictive-constrictive, perimyocardial heart disease that results in diastolic heart failure. We present a male toddler with MN who presented with recurrent episodes of hypoxia, feeding intolerance, and generalised swelling (anasarca) in the setting of subtle echocardiographic findings. A multidisciplinary and systematic diagnostic approach was used to determine the underlying aetiology. Invasive cardiac testing via right heart catheterisation revealed the final diagnosis of restrictive cardiomyopathy. Transplant decision-making was limited due to hepatic involvement. This case highlights the limitations of echocardiography in diagnosing restrictive cardiomyopathy, which has a preserved ejection fraction, as well the need for multidisciplinary involvement and a family-centred approach in treating patients with this rare condition.
Models of Classroom Assessment for Course-Based Research Experiences.
(Frontiers in education, 2023-01) Hanauer, David I; Zhang, Tong; Graham, Mark J; Adams, Sandra D; Ahumada-Santos, Yesmi Patricia; Alvey, Richard M; Antunes, Mauricio S; Ayuk, Mary A; Báez-Flores, María Elena; Bancroft, Christa T; Bates, Tonya C; Bechman, Meghan J; Behr, Elizabeth; Beyer, Andrea R; Bortz, Rebecca L; Bowder, Dane M; Briggs, Laura A; Brown-Kennerly, Victoria; Buckholt, Michael A; Bullock, Sharon K; Butela, Kristen A; Byrum, Christine A; Caruso, Steven M; Chia, Catherine P; Chong, Rebecca A; Chung, Hui-Min; Clase, Kari L; Coleman, Sean T; Parks Collins, D; Conant, Stephanie B; Condon, Brett M; Connerly, Pamela L; Connors, Bernadette J; Cook-Easterwood, Jennifer E; Crump, Katie E; D'Elia, Tom; Dennis, Megan K; DeVeaux, Linda C; Diacovich, Lautaro; Duffy, Iain; Edgington, Nicholas P; Edwards, Dustin C; Egwuatu, Tenny OG; Eivazova, Elvira R; Fallest-Strobl, Patricia C; Fillman, Christy L; Findley, Ann M; Fisher, Emily; Fisher, Matthew R; Fogarty, Marie P; Freise, Amanda C; Frost, Victoria J; Gainey, Maria D; Costas, Amaya M Garcia; Garza, Atenea A; Gavin, Hannah E; Ghittoni, Raffaella; Gibb, Bryan; Golebiewska, Urszula P; Grinath, Anna S; R Gurney, Susan M; Hare, Rebekah F; Heninger, Steven G; Hinz, John M; Hughes, Lee E; Jayachandran, Pradeepa; Johnson, Kristen C; Johnson, Allison A; Kanther, Michelle; Kenna, Margaret; Kirkpatrick, Bridgette L; Klyczek, Karen K; Kohl, Kathryn P; Kuchka, Michael; LaPeruta, Amber J; Lee-Soety, Julia Y; Lewis, Lynn O; Lindberg, Heather M; Madden, Jaclyn A; Markov, Sergei A; Mastropaolo, Matthew D; Mathur, Vinayak; McClory, Sean P; Merkhofer, Evan C; Merkle, Julie A; Michael, Scott F; Mitchell, Jon C; Molloy, Sally D; Monti, Denise L; Mussi, María Alejandra; Nance, Holly; Nieto-Fernandez, Fernando E; Nissen, Jillian C; Nsa, Imade Y; O'Donnell, Mary G; Page, Shallee T; Panagakis, Andrea; Parra-Unda, Jesús Ricardo; Pelletier, Tara A; Perez Morales, Tiara G; Peters, Nick T; Phuntumart, Vipaporn; Pollenz, Richard S; Preuss, Mary L; Puthoff, David P; Raifu, Muideen K; Reyna, Nathan S; Rinehart, Claire A; Rocheleau, Jessica M; Rossier, Ombeline; Rudner, Adam D; Rueschhoff, Elizabeth E; Ryan, Amy; Saha, Sanghamitra; Shaffer, Christopher D; Smith, Mary Ann V; Sprenkle, Amy B; Strong, Christy L; Nicole Sunnen, C; Tarbox, Brian P; Temple, Louise; Thoemke, Kara R; Thomas, Michael A; Tobiason, Deborah M; Tolsma, Sara S; Garcia, Julie Torruellas; Valentine, Megan S; Vazquez, Edwin; Ward, Robert E; Ward, Catherine M; Ware, Vassie C; Warner, Marcie H; Washington, Jacqueline M; Westholm, Daniel E; Wheaton, Keith A; Wilkes, Beth M; Williams, Elizabeth C; Biederman, William H; Cresawn, Steven G; Heller, Danielle M; Jacobs-Sera, Deborah; Hatfull, Graham F; Asai, David J; Sivanathan, Viknesh
Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment - 1) Assessing Laboratory Work and Scientific Thinking; 2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; 3) Appraising Forms of Scientific Communication; and 4) Metacognition of Learning - along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students' ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.