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This case study was inspired by a real-life scenario, and follows the story of Roberto, a migrant farmworker whose health is impacted by the usage of pesticides on a farm.  With the help of a health care provider, Roberto becomes aware of the effects of pesticides on his well-being. Students utilize a database and draw conclusions from data in order to answer the case questions.  The case concludes with an activity that uses the "intimate debate" technique in which students use scientific data as evidence to argue whether or not the pesticide under discussion should be banned from usage.  This case was originally developed for undergraduate anatomy and physiology or toxicology courses. Students are expected to have some background knowledge in nerve structure and function as well as the mechanics of neural transmission before starting the case.

Another case is ready for you: "East Meets West: An Infectious Disease Case" by Harry M. Zollars, Catherine D. Santanello, and Marcelo J. Nieto, Department of Pharmaceutical Sciences, Southern IL University Edwardsville.   Ying is sick and is progressively getting worse. His parents' clashing views on Eastern and Western medicine prevent them from agreeing on a course of treatment. As the case unfolds, students follow the progression of their son's illness. After a physician is finally seen and the results of tests are evident, students should be able to narrow the list of possible etiological agents and suggest a potential treatment. In addition, the students should integrate the different health beliefs into the final treatment as well as the aspects of patient counseling. The case works well as an interrupted case that can be assigned to individual students or student teams. This case is appropriate for graduate courses with a component in health care, therapeutics, medicinal chemistry, medicinal plants, microbiology, epidemiology, or cultural competency. Instructors can choose to focus only on the medical components of the case or incorporate the cultural and ethical aspects, depending on course goals and subject area.

Six years ago, Yale University's Stephen Stearns and colleagues took advantage of a long-running study in Framingham, Massachusetts, to assess whether the effects of natural selection could be discerned among the people in the multigenerational study population. Over the last seven decades, public-health researchers have been monitoring the residents of Framingham, noting their vital statistics as well as blood sugar and cholesterol levels to understand the factors that lead to heart disease. As the initial group of research subjects got older, the study started to include their children, and then their grandchildren. The records provide a unique view of the health of a segment of the American population since 1948.

This case study was inspired by the Zika virus outbreak that occurred around the time of the 2016 Olympic Games. Many athletes were fearful of attending because of the link between Zika virus infection and microcephaly in infants. This concern, however, ran contrary to reports suggesting that the risk of athletes and other travelers becoming infected was remarkably low. Jessica, a fictional Olympic equestrian and the main character of the case, was unfortunately very unlucky and contracted Zika virus near the time of the Games. She ended up enduring negative health complications likely as a consequence of the infection.  This case was designed to be implemented in the nervous system unit of a human biology or anatomy and physiology course. The case is also appropriate for microbiology and public health courses.   Students are expected to have foundational knowledge in viral life cycles, and will explore disruptions in neurotransmission as well as abnormal fetal brain development.

Biology is making it clearer by the day that a man's health and well-being have a measurable impact on his future children's health and happiness. 

Humans, like all animals, need sleep, along with food, water and oxygen, to survive. For humans sleep is a vital indicator of overall health and well-being. We spend up to one-third of our lives asleep, and the overall state of our "sleep health " remains an essential question throughout our lifespan. Most of us know that getting a good night's sleep is important, but too few of us actually make those eight or so hours between the sheets a priority. For many of us with sleep debt, we've forgotten what "being really, truly rested" feels like.

This directed case study follows the story of "Pauline," a 20-year-old college student who has just received results from a personal genetic testing kit she purchased online. The report shows a negative result for variants of the BRCA 1 and 2 genes, which are associated with a greater risk for breast cancer. Although Pauline has a family history of breast cancer, she concludes that she no longer needs to be concerned, or does she? As students work through the questions in this case study, they review the role of genes and how they code for proteins as well as the effects of proteins on health, especially on cellular growth regulation and cancer. They also learn about the process of genetic testing and consider the ramifications of positive and negative tests for diseases or health conditions, especially with respect to breast cancer. The case is designed for non-science majors in a scientific methods course and could also be used in an introductory biology course. The questions in the case could be adapted for an upper level genetics class.

In this interrupted case study, students shadow an endocrinologist as she tries to determine what is wrong with Angela Barber. Angela is a middle-aged woman presenting with symptoms suggestive of a thyroid issue. Students are given background information, patient history, and results from thyroid-specific blood tests. The exercise emphasizes the hypothalamic-pituitary-thyroid axis and particularly highlights the role of negative feedback. Students will use results from serum thyrotropin and thyroid hormone level tests, as well as patient symptoms, to come up with a diagnosis. In preparation for the diagnosis, students are asked to compare the endocrine profiles of patients with Graves' disease, Hashimoto's disease, iodine deficiency (primary hypothyroidism), and various tumors. The case was developed for college-level biology majors in a physiology course, but also has been used successfully for pre-nursing students in a non-majors anatomy and physiology course. Thus, this activity would be suitable for majors in physiology or pre-medical students, as well as allied health majors.

Will men be able to give birth sooner than, well, never? (Credit Yahoo Health/iStock) That's the question provoked by last week's announcement that the Cleveland Clinic is performing uterus transplant surgery on women who were born without a womb or whose uterus is diseased or malfunctioning. Hearing the news, we, and some of you, wondered: If science can transplant a uterus into a woman, can it transplant one into a man?

Genetic and biotechnology can improve food security, the environment and public health. Yet dramatic innovation can lead to unintended consequences and present ethical challenges. In theory, the study of genetics and related cutting edge sciences are widely celebrated. But in practice, the words "gene" and "genetic engineering" often stir fear and misunderstanding when applied to biomedicine and farming. Intricate science scares people who don't understand risk and complexity. What is the potential of agricultural and human genetics? The commitment of the GLP is to promote public awareness of genetics and science literacy.

One of these days, there could well be a simple blood test that can help diagnose and track cancers. We aren't there yet, but a burst of research in this area shows we are getting a lot closer.

or more than a decade scientists have been saying that a genomic revolution will transform medicine, making it possible to scan all of a person's DNA to predict risk and customize medical care. Well, we've got the machines. Where's the revolution? Getting closer, say researchers at Stanford University, who tested the technology on 12 people. But not quite ready for every doctor's office.

The Genome Institute (TGI) is a world leader in the fast-paced, constantly changing field of genomics. A truly unique institution, we are pushing the limits of academic research by creating, testing, and implementing new approaches to the study of biology with the goal of understanding human health and disease, as well as evolution and the biology of other organisms.

Emerging diseases and potential pandemics make the news nearly every year. Students (and everyone else) may wonder where new infectious diseases come from, how scientists assess the risk of a pandemic, and how we might go about preventing one. This case study uses a PowerPoint presentation to explore these questions by focusing on HIV, a pandemic that began as an emerging disease. The storyline progresses backwards through time as scientists attempt to unravel the origins of a new, mysterious plague. Much of the case relies on audio excerpts from an episode produced by Radiolab, an acclaimed radio show that explores a variety of topics in science and culture (www. radiolab.org). Students use graphics, animations, and sound clips presented in the PowerPoint slides to discuss several sets of questions. The case is suitable for a wide range of high school and college introductory biology courses, as well as undergraduate microbiology, ethics, and public health courses.

This case study centers on an active teaching game that simulates a cholera outbreak among five villages along a river, similar to the Haitian outbreak of 2010. By enacting the behaviors of fictional villagers, students learn how trade, travel, sanitation practices and geographic location contribute to the spread of diarrheal disease. Documenting various contamination events of village water supplies allows students to trace the progression of the disease and illustrates how adequate sanitation facilities provide protection against the bacteria Vibrio cholera. Originally designed for an undergraduate upper-division biology course focusing on the epidemiology of diseases, the simulation is also appropriate for microbiology and public health courses, as well as lower division undergraduate biology courses and high school. Biology or epidemiology components of the case study can be highlighted depending on the emphasis of the course being taught. The game can be completed within a 45- to 60-minute class period. Playing cards are available from the Supplemental Materials tab; detailed instructions are found in the teaching notes.

In this video Paul Andersen explains how chemicals can cause both chronic and acute diseases. A discussion of the five main types of toxins; neurotoxins, carcinogens, teratogens, endocrine disruptors, and allergens is including. The LD50 method of determining toxicity as well as a discussion of bioaccumulation and biomagnification is is included.

As the narrative goes, fat is bad. Well, it's actually more nuanced than that. The type of fat you eat is more impactful on your health than the quantity. George Zaidan examines triglycerides, the varied molecules that make up fat, and how to identify which types of fat you are consuming.

This case study presents a realistic example of drinking water contamination within a fictional local community and leads students through an abbreviated human health risk assessment. Students are provided background information about the extent of the contamination and a description of the contaminated site and are then required to calculate both the cancer and non-cancer risks to the community. This exercise is appropriate for an environmental toxicology or environmental risk assessment course. It works well after a lecture on the basics of risk assessment including how to calculate exposure intakes and risk estimates.

Our students will face decisions about health, science, and medicine that we can hardly imagine.   How can we keep student needs and science first, yet still create a safe and affirming space for intellectual curiosity? Teaching biology creates many opportunities to authentically incorporate student curiosity. The Next-Generation Science Standards (NGSS) expect students to ask questions about natural phenomena and then explain their answers using models. This website offers examples of adapting curriculum to NGSS and gender-inclusive standards, as well as resources for advocating to administration and others.

This "clicker case" tells the story of "Hannah," a baby girl adopted by two loving parents who grows up with an uncontrolled appetite and develops severe early-onset obesity. Students follow Hannah's story as she develops excessive eating early in life, which her health care team is unable to explain. A visit to obesity specialists finally reveals the underlying cause of Hannah's obsession with food: extremely low levels of circulating leptin, a hormone that regulates appetite and body weight. It is further discovered that Hannah's leptin deficiency is due to a mutation in the LEP gene. As the story unfolds, students first work on unit conversions and BMI calculations to practice quantitative skills as well as graph and data interpretation skills. Students then apply their knowledge of DNA transcription, translation, and protein structure to answer questions based on figures from a 2019 study on LEP mutations. The case is best suited for high school and lower-level undergraduate biology courses.