Integrating recent advances in neuroscience into undergraduate neuroscience and physiology courses.
Neuroscience has enjoyed tremendous growth over the past 20 years, including a substantial increase in the number of neuroscience departments, programs, and courses at the undergraduate level. To meet the need of new neuroscience courses, there has also been growth in the number of introductory neuroscience textbooks designed for undergraduates. However, textbooks typically trail current knowledge by five to ten years, especially in neuroscience where our understanding is increasing rapidly. Consequently, it is often important to supplement neuroscience and physiology textbooks with information about recent findings in neuroscience. To design supplementary educational material, it is essential first to identify the educational objectives of the program and the characteristics of the learners, which can differ dramatically between undergraduate and graduate or professional students. Four principles that may serve the selection and design of supplementary material for undergraduate neuroscience and physiology courses are that (1) material must be interesting to the undergraduates, (2) material should reinforce previously learned concepts, (3) students must be adequately prepared, and (4) the teacher and student must have sufficient appropriate resources.
Cleland
Corey L
CL
Department of Biology, James Madison University, Harrisonburg, Virginia 22807, USA. clelancl@jmu.edu
D000818:Animals; D004504:Education, Medical, Undergraduate; D006801:Humans; D009488:Neurosciences / Q000193:education* / Q000639:trends*; D009498:Neurotoxins / Q000506:poisoning / Q000627:therapeutic use; D010827:Physiology / Q000193:education*; D013119:Spinal Cord Injuries / Q000628:therapy; D013664:Teaching Materials
D009498:Neurotoxins