Sex, drugs, rhythms & blues: teaching principles of biological psychology

Tom V. SmuldersSchool of Psychology & Institute of Neuroscience

Newcastle University

Psychology at Newcastle

Entrance criteria: AAB or ABB if one science A-level

Annual intake: ~100 Single Honours Psychology students 33% has biology A-level (most recent intake)

120 credits per academic year, typically in 10-credit modules (=2 contact hours per week)

Biological Psychology module

Lectures only; 10 Credits

Approximately 165 students

Stage 2, Semester 2

Stage 1 includes modules that address basics of neurobiology

Main text book: Carlson’s Foundations of Physiological Psychology

Aim of Bio. Psych. module

To get students to understand and be able to apply some basic principles of biopsychology:

Action of neurotransmitters at the synapse Action of hormones at receptors Basics of pharmacokinetics and drug effects

All psychology has a physiological basis

Covers selected topics only

Sex Sexual differentiation Underlying causes of sex differences

Drugs Reward and addiction Commonly used psycho-active drugs

Rhythms Function and mechanisms of sleep Circadian and circannual rhythms

Blues Stress Depression

“Information transfer”

Classic large-class lectures using PowerPoint slide presentations

Supported by the BlackBoard VLE: Lecture slides Handouts (outlines, figures, new

terminology) Previous exams (with solutions) Study questions

Aligned practice (Biggs 1999)

“Assess what you want them to study”

Examination (100% of assesment): 50% MCQ (50 questions) 50% Short-answer questions (3):

Integrative across lectures Application of principles

Answer all questions!

Example of a short-answer question

You work a constant nightshift. What are the things you could do to minimize the effects on your system? Explain your reasoning.

Example of a short-answer question

Jenny is a very skinny girl, while her friend April is more than slightly overweight. On a night out on the town, they each smoke two joints (marijuana). Whereas April gets only a slight buzz, Jenny gets very stoned.

a) What could account for this difference in effect?

b) 3 weeks later, the friends are required to take a drugs test for a job they are applying for. Which of the two is most likely to be found out and why?

Example of a short-answer question

If a doctor gives a patient a sugar pill instead of a pain killer, the pain is nevertheless likely to subside at least partially. How does this work? Describe the evidence to support this.

Disadvantages of short-answer questions

Does not test the traditional criterion of “reading beyond the lecture material”

Does not test the students on extensive knowledge of key studies

Advantages of short-answer questions

Students have to get to the point (no waffling)

Easy to mark consistently across many students

Quick to mark (1-2min per question)

Very good at separating out the students

Distribution of marks

Preparation for assessment

Previous years’ short-answer questions are available on VLE, including model answers and marking criteria.

Study questions are available on the VLE, with immediate feedback (mix of MCQ and short-answer)

2 revision sessions in class (Q&A)

Effectiveness of Study Questions

Year: F(1,233)=45.5, p<0.0005

Ability: F(1,233)=165.3, p<0.0005

StudyQ: F(1,233)=9.2, p=0.003

Effectiveness of Study Questions

Year: F(1,233)=45.5, p<0.0005

Ability: F(1,233)=165.3, p<0.0005

StudyQ: F(1,233)=9.2, p=0.003

Effectiveness of Study Questions

Year: F(1,233)=45.5, p<0.0005

Ability: F(1,233)=165.3, p<0.0005

StudyQ: F(1,233)=9.2, p=0.003

Conclusion

I attempt to instil understanding of principles, rather than just knowledge of facts

The assessment and study aids are geared towards this goal

Have I succeeded? Who knows…