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Teaching Cutting Edge Research

Teaching Neuropsychology Workshop, 30 January 2009. Teaching Cutting Edge Research. Dr Tim Andrews Department of Psychology, University of York. Teaching Neuroscience at Durham and York. Neuroscience Teaching. Undergraduate (BSc Psychology) Year 1: Biological Psychology (100)

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Teaching Cutting Edge Research

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  1. Teaching Neuropsychology Workshop, 30 January 2009 Teaching Cutting Edge Research Dr Tim Andrews Department of Psychology, University of York

  2. Teaching Neuroscience at Durham and York

  3. Neuroscience Teaching • Undergraduate (BSc Psychology) • Year 1: Biological Psychology (100) • Year 2: Perception (100) • Year 3: Neuroimaging of Vision (20) • Postgraduate (MSc Cognitive Neuroscience) • Introduction to Neuroimaging (20) • Topics in Cognitive Neuroscience (20)

  4. Research Interests • Cognitive Neuroscience of Vision • Neural processes underlying binocular vision • The neural basis of visual awareness • Parallel processing in the visual system • The neural basis of object and face perception • Methodological Approaches • fMRI • MEG • EEG • Psychophysics

  5. The Students • Background • Do they have a basic knowledge of science? • What A Levels have they done? • Content of previous modules • Motivation • What does the brain have to do with psychology? • Are they interested? • Have they chosen to do the module?

  6. Content and Delivery • Course Content • Describe the objectives of the course • What are you going to teach? • Is there a course textbook?

  7. Further Reading • Textbook • Request inspection copies from publishers. • Read carefully and evaluate. • Is it accessible? Is it up to date? • Try to pick one. • Review Articles • Nature Reviews Neuroscience, TICS…

  8. Teaching Methods • Lectures • Try to follow the progression of ideas used in the textbook • Use figures found in the textbook – instructors CD. • Illustrate a point by giving an example of a recent research publication. • Vary your presentation methods: videos, animations, visit a dissecting room • Tutorials • Ask students to present recent cutting edge research in neuropsychology • Practicals • Give students experience with the cutting edge methods in neuroscience • Departmental Talks • Encourage students to attend seminars. • Coordinate seminar topics with the delivery of material in a module

  9. Student presentations on cutting edge research • Choose research articles that are referred to in your further reading • Refer to these studies in your lecture • Short papers are preferable (e.g. Nature Neuroscience) • Read carefully for accessibility and the avoidance of jargon • Offer students the opportunity to ask questions before the presentation. • Be explicit about how they should present. • Provide a recap of the paper illustrating the key points • Assess what you teach!

  10. Assessing knowledge of cutting edge research • Critical Evaluation • Rationale: What is the question? Is it interesting or important? Is the investigation justified in the context of the existing evidence? • Logic: Is the design appropriate to answer the question asked? • Do the results support the hypothesis or do they show a related but different point? • Validity: Does the experimental task truly tax the cognitive processes under investigation? How successfully does it isolate these processes from others Are there any confounds? • Interpretation: Are the results being “spun”? Is there a simpler explanation? Do the authors give due weight to each of their findings, or do they make more of some and minimize others? Is the interpretation offered overly speculative?

  11. Assessing knowledge of cutting edge research • Essays • How has neuroimaging research contributed to our understanding of X? • Compare and contrast the advantages and disadvantages of different techniques in neuropsychology. Illustrate your answer with reference to recent research on Y. • Practicals • There are a number of sample data sets that are available • (http://www.fmrib.ox.ac.uk/fsl/feeds/doc/index.html) • Most analysis software is free (FSL, SPM) and runs on multiple platforms • Assess with practical reports / poster sessions • Most appropriate for advanced undergraduate or MSc.

  12. Assessing knowledge of cutting edge research • MCQ exams • MCQ exams allow you to test factual knowledge in neuroscience • There are many databases of questions on the web or associated with textbooks • Use MCQ tests for ongoing assimilation of material • Essay exams • Make it clear that they must make reference to research to obtain the best marks • Stress the importance of describing studies clearly and accurately • Provide the opportunity for students to do practice exams and provide feedback

  13. Problems with teaching cutting edge research • Student comments • ‘too difficult’ • ‘I don’t understand what this means’ • ‘do I have to know all of this?’ • Solutions • Keep it simple – what do they need to know • Avoid jargon and explain complex terminology • Provide a web link to a glossary to help explain terms

  14. Before stimulation After stimulation Functional magnetic resonance imaging  neuronal activity   blood flow   MR signal

  15. Functional magnetic resonance imaging

  16. Thank you

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