Mind the Gap: Addressing "Missing Pieces" in Neuroscience Curricula to Reinforce Research Rigor

注意差距：解决神经科学课程中的“缺失部分”以加强研究严谨性

基本信息

批准号：
10513085
负责人：
RICHARD T BORN
金额：
$ 8.98万
依托单位：
HARVARD MEDICAL SCHOOL
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-08-01 至 2025-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10513085
关键词：
Active Learning Address Area Awareness Basic Science Biological Certification Clinical Code Cognitive Communities Comprehension Data Data Analyses Development Doctor of Philosophy Documentation Education Educational Curriculum Educational process of instructing Educational workshop Elements Ensure Exercise Experimental Designs Faculty Failure Fostering Glossary Health Human Instruction Interview Knowledge Learning Mathematics Methods Mind Morphologic artifacts Names Neurosciences Neurosciences Research Outcome Output Postdoctoral Fellow Readability Reading Recording of previous events Reproducibility Research Research Personnel Research Project Grants Resources Sampling Scientist Source Students System Teaching Materials Testing Thinking Time Training Training Programs Universities Visualization Writing analysis pipeline combat computational neuroscience computerized data processing design experimental analysis experimental study graduate student improved innovation instructor pedagogical content programs sound student participation tool translational pipeline undergraduate student

项目摘要

ABSTRACT The PhD Program in Neuroscience at Harvard University has been a leader in the development of innovative curricula for training in research rigor, beginning with the creation, in June 2011, of the course "Quantitative Methods for Biologists," led by Drs. Michael Springer and Richard Born. Since this time, we have continued to develop curricula in this area, including specific instruction in research rigor and reproducibility from a statistical perspective in the course "Thinking about data," taught by Dr. Born. We propose to extend and enhance these efforts by developing teaching materials that will address "missing pieces" in neuroscience curricula to reinforce research rigor: 1) identifying and eliminating sources of bias in experimental design and analysis, 2) distinguishing experimental failures from biological answers; 3) investigating the details and assumptions of analyses and 4) making coded analyses reproducible. Our pedagogical approach will emphasize active learning and embedding concepts within a specific neuroscience context to enhance student engagement, learning, and retention. All units will feature interviews with diverse scientists to highlight the importance of the topic and tutorials of varying difficulty focused on specific neuroscience examples. These tutorials will consist of short animated videos to introduce key ideas, interactive visualizations, discussion questions, real data when appropriate, and optional coding exercises, and will be available in various levels of difficulty and assumed expertise. All units will include a “learner resources page” with summary notes, a glossary, and pointers to further resources on the topic, as well as an instructor resources page with sample lesson plans, assessment question banks, and downloadable content.

抽象的哈佛大学神经科学的博士学位课程一直是发展的领导者从2011年6月创作开始，从创建开始，用于研究严格培训的创新课程 Drs领导的课程“生物学家的定量方法”。迈克尔·斯普林格（Michael Springer）和理查德（Richard）出生。自此时间，我们继续在该领域开发课程，包括严格研究的具体说明从伯恩博士讲授的“思考数据思考”课程中，从统计的角度来看。我们建议通过开发教材来扩展和加强这些努力，以解决神经科学课程中的“缺失作品”以加强严格的研究：1）识别和消除实验设计和分析中的偏差来源，2）区分实验失败与生物答案； 3）调查分析的详细信息和假设和4）进行编码分析可再现。我们的教学方法将强调积极的学习和嵌入在特定神经科学环境中的概念，以增强学生的参与，学习和保留。所有单位都将与潜水员科学家进行采访，以强调该主题的重要性以及各种困难的教程集中在特定的神经科学示例上。这些教程将组成简短的动画视频，以介绍关键想法，交互式可视化，讨论问题，真实适当的数据和可选的编码练习，并将在各种难度下可用并具有专业知识。所有单位都将包含一个“学习者资源页面”，其中包含摘要注释，词汇表和指针以进一步有关该主题的资源，以及带有教师资源页面示例课程计划，评估问题库和可下载内容。