Getting Students interested in Neuropsychology

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!