title: A conceptual framework for interdisciplinary curriculum design: a case study in neuroscience.
abstract: Teaching of interdisciplinary fields of study poses a challenge to course organizers. Often interdisciplinary courses are taught by different departments, and hence, at best provide a multidisciplinary overview. Scientific progress in neuroscience, for instance, is thought to depend heavily on interdisciplinary investigations. If students are only taught to think in particular disciplines without integrating these into a coherent framework to study the nervous system, it is unlikely that they will truly develop interdisciplinary thinking. Yet, it is this interdisciplinary thinking that is at the heart of a holistic understanding of the brain. It is, therefore, important to develop a conceptual framework in which students can be taught interdisciplinary, rather than multidisciplinary, thinking. It is also important to recognize that not all teaching needs to be interdisciplinary, but that the type of curriculum design is dependent on the aims of the course, as well as on the background of the students. A rational curriculum design that aligns learning and teaching objectives is, therefore, advocated.
authors.affiliation: King's College London, Institute of Psychiatry, Department of Neuroscience, London, UK; ; University of Pittsburgh, Department of Radiology, Pittsburgh, USA; ; University of Pittsburgh, McGowan Institute of Regenerative Medicine, Pittsburgh, USA;
authors.forename: Michel
authors.initials: M
authors.lastname: Modo
authors.forename: Ian
authors.initials: I
authors.lastname: Kinchin
keywords: Curriculum Design; Expert Learning; Interdisciplinary; Multi-disciplinary, Teaching; Neuroscience; Novice to Expert; Rationale Curriculum Planning; Spiral Curriculum