getting students interested in neuropsychology
TRANSCRIPT
Getting students interested in
neuropsychology
Dr Trudi Edginton
Overview
Is Neuropsychology unique? Experiences - yours and mine Challenges and rewards Identification of good (and bad) practice
Engagement strategies
Unique discipline?
If so, why? What are the specific challenges? Student numbers? Optional vs. compulsory? Teaching level? Subject area? Lecturers? Getting students interested…..
Your experiences
Teaching neuropsychology? Theoretical distinctions neuroscience/neuropsychology
Waiting to begin? By choice? Background? Challenges? Rewards?
Your initial thoughts…
My experiences
Teaching for 10 years (OU; UOW) BSc Cognitive Science and MSc Applied Cognitive Neuroscience
Nursing (Clive Wearing) PhD (Alzheimer’s disease; Headway) Post-doc (Oncology) Clinical research (TBI; HC; memory clinic)
Single case studies (Emotion / imagery deficits)
My initial thoughts Completely biased! Challenging topic to teach - for different reasons?
Remember inspiration and challenges e.g. dissociations!
Identify and learn from experience of good & bad practice
Feedback & reflection Use own experience (balance here!)
Ask them! What do students like? Weird, wonderful, gory, funny, relevant, music, relationships, celebrities, reality (Field, 09)
Phineas Gage
Clive Wearing
Pedagogy
Peer observation Student-centred learning Learning styles and learning outcomes
Blended learning Problem-based learning Appropriate use of technology Assessment Feedback
TIER project comments
Promoting research mindfulness Importance of enthusiasm Importance of up to date knowledge Appropriate integration of research experience
Ability to link theory to real world applications
Importance of experience and sensitivity Importance of interaction Link between anatomy and cognitive profiles
Symptom based approach
Personal feedback
“…you and Catherine are so enthusiastic -you can tell that you both love what you teach”
“ your clinical experience helps it become more meaningful, I enjoy the funny stories and want to hear more”
“ ..what I love about your lectures is that you always say such silly things - helps me remember stuff! - pause… what I mean is…… not um silly…..!!”
Double dissociations
Postcentral gyrus damage results in paralysis of voluntary movements
unable to ‘smile for the camera’ able to smile in response to a joke
Limbic damage results in inability to express emotions
unable to smile in response to a joke able to ‘smile for the camera’
Student enrolment issue
Attracting students early in course
Lecturers Outside speakers Student testimonies Word of mouth
Feedback
Suggestions so far…..
Keep the anecdotes and humour! Maintain enthusiasm Importance of clinical experience Importance of up to date research, conferences
Need to convey/demonstrate material effectively
Student & lecturer engagement Active student-centered learning Innovative assessment
Assessments Role play Case studies Science magazine article Peer marking
All require engagement with material to promote understanding and ability to select appropriate assessments and how to convey and approach material in easy to understand manner
Role play
Opportunity to be patient and assessor
Differentiate profiles Appropriate selection of tasks Experience of administering tasks Awareness of pragmatics, sensitivity, time and fatigue constraints, relationship
Link to student participation in studies
Neuropsychological assessment
NART
CHORD ACHE DEPOT AISLE PSALM CAPON DENY NAUSEA
MMSEWhat is the year? season?
date? day? month?Where are we? country?
county? town? street? house name/number?
Repeat and remember 3 objects
Serial sevensRecall 3 objectsRepeat ‘no ifs ands or
buts’
Neuropsychological assessment
CT scans MRI fMRI Diffusion tensor imaging PET scans TMS Use of computerised and pen & paper tasks
Integration
Neuropsychological assessment/profiling
Expertise and sensitivity Link to anatomical lesions Link to theoretical frameworks Symptom-based approach Rehabilitation
Case studies
Opportunity to develop detailed profile
Introduction to single case methodology
Personal and medical history Cognitive deficits Cognitive assessments Conclusions Recommendations
Science article
Opportunity to be more creative Use of straightforward language Links to science in the media Promotes in depth understanding Creates portfolio for students
Peer assessment
Develops critical evaluation Need for constructive feedback Peer comparison Awareness of marking criteria Harshest critics!
Evaluation (Edginton, Loveday and Boubert, in prep)
Challenges Student numbers Time Effort Learning outcomes Marking criteria Support
Rewards Engagement Interest Enjoyment Marking Plagiarism Positive external feedback
Summary
Feedback Enthusiasm Experience and sensitivity Appropriate integration Appropriate anecdotes/humour Interaction and novel assignments Passion!