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Objective To investigate long-term recovery of allocentric and egocentric spatial orientation as a sensitive marker for hippocampal and extrahippocampal network function in transient global amnesia (TGA).
Methods A group of 18 patients with TGA performed an established real-space navigation paradigm, requiring allo- and egocentric spatial orientation abilities, 3 days (postacute stage) and 3 months (follow-up) after symptom onset. Visual exploration behavior and navigation strategy were documented by a gaze-controlled, head-fixed camera. Allo- and egocentric spatial orientation performance was compared to that of 12 age-matched healthy controls. Navigation-induced brain activations were measured using [18F]-fluorodeoxyglucose-PET in a subgroup of 8 patients in the postacute stage and compared to those of the controls.
Results In the postacute stage, the patients navigated worse and had higher error rates than controls in allocentric (p = 0.002), but not in egocentric, route planning (p = 0.30), despite complete recovery of verbal (p = 0.58) and figural memory (p = 0.11). Until follow-up, allocentric navigation deficits improved, but higher error rates and reduced use of shortcuts persisted (p < 0.0001). Patients still exhibited relatively more fixations of unique landmarks during follow-up (p = 0.05). PET measurements during the postacute stage showed increased navigation-induced brain activations in the right hippocampus, bilateral retrosplenial, parietal, and mesiofrontal cortices, and cerebellar dentate nucleus in patients compared to controls (p < 0.005).
Conclusions Patients with TGA show selective and prolonged deficits of allocentric spatial orientation. Activations in right hippocampal and extrahippocampal hubs of the cerebral navigation network functionally substitute for the deficit in creating and updating the internal cognitive map in TGA.
Nowadays more people work in small teams and projects than in the past. If the students enter the world of work after graduation, they should not only have specialist knowledge. They should know how to plan and implement projects and how to work in teams in a goal-oriented manner. The developed teaching and learning concept combines practice-oriented knowledge transfer by using digital elements. Through the methods game-based-learning, project-based-learning and role-playing the module was didactically prepared according to the requirements. Due to the interdisciplinary orientation, the module is very suitable for STEM (Science, Technology, Engineering, Math) students with ISCED (International Standard Classification of Education) level 6 or 7. The teaching concept was developed at the Brandenburg University of Technology and has been enthusiastically accepted by students for several years.
An der Brandenburgischen Technischen Universität Cottbus-Senftenberg
(BTU) wird zur Verbesserung der Studierneigung und zur Verringerung der Studienabbruchquote eine Vielzahl von Vor- und Begleitkursen angeboten. Insbesondere in technischen und naturwissenschaftlichen Fachgebieten werden zum Teil große Defizite im mathematischen Bereich aufgedeckt. Aus diesem Grund werden in der Mathematikausbildung dynamische Tests (Assessments) als unterstützende und begleitende Materialien eingesetzt.