Training Program in Basic Neuroscience

斯坦福大学神经科学培训项目仍然是 斯坦福大学神经科学专业。这个跨学科项目由来自28个国家的91名学生和99名教职员工组成。 科室(11个临床科室，17个基础科学家)和4个学院。部门的广度说明了部门的广度 从分子/细胞到系统和行为的研究领域，从人类认知到 翻译工作。培训赠款及其执行情况是核心资金来源，有14个名额； 这是该计划的基础。我们的使命是识别、招募和培养博士后学生成为 所有社会层面的下一代神经科学领袖。本培训计划包括四个组成部分： 课程、研究、指导和领导力，通常在6年内完成。课程使用的是 教学中的最佳实践，以提供神经科学的基础，从而允许严格识别 研究项目的科学问题、设计、实施和分析，最终形成一个独立的 出版。核心模块系统挑战学生学习不同领域如何进行科学研究 有问题。学生们参加期刊俱乐部，这是一门经常性的负责任的行为和道德课程，以及更高的- 根据每个学生的兴趣和需要具体规定的级别课程。研究始于 严谨和具有挑战性的轮换，允许学生探索新的研究领域和新技术。 从这些轮换中，学生们选择一个研究实验室来完成他们的论文工作，该实验室由一个 教师导师和专家委员会。在实验设计、严格的数据收集和 统计分析，是通过授课作业和直接应用于自己的工作来实现的。我们的 辅导的方法是，它需要一个村庄。从第一天开始，学生有一名第一年的导师和一名高年级学生 学生导师。在选择实验室后，学生有一个私人的教职导师和一个委员会 倡导者。他们还可以接触到由教员组成的高级顾问小组，并以个人和小组为重点 同龄人辅导小组。最后，领导力包括参与指导项目的所有方面，如 所有委员会的学生代表以及主要课程、设计和教学的助教 神经科学课程，并参与大学和社区宣传活动，如大脑日和斯坦福大学 暑期研究计划。在每个组件中，我们都包含用于专业发展的元素，如 阅读、批判性评估和撰写科学论文，准备并向 既有专业观众，也有非专业观众，既有学术上的，也有工业上的，还有专业的 与性别、社会经济和种族等偏见有关的互动。该计划的基础设施结合了 所有主要级别的教职员工、学生和行政管理人员的反馈。有一个项目委员会，由 负责监督所有基础设施的主任，一个招生和课程委员会，过去负责监督这两个 重大项目和包括其他大学领导层在内的非正式咨询委员会。

The Stanford Neuroscience Training Program remains the only doctoral degree granting entity for Neuroscience at Stanford. This interdisciplinary program consists of 91 students and 99 faculty from 28 departments (11 clinical, 17 basic scientists) and 4 schools. The breadth of departments illustrates the breadth of research areas which span molecular/cellular to systems and behavior, from human cognition to translational work. The training grant and its implementation is the central funding source, with 14 slots, and the foundation of the program. Our mission is to identify, recruit and train predoctoral PhD students to become the next generation of leaders in neuroscience at all societal levels. This training plan has four components: curriculum, research, mentoring and leadership, typically accomplished in under 6 years. The curriculum uses best practices in teaching to provide a foundation in neuroscience that allows for the rigorous identification of a scientific question, design, implementation and analysis of a research project culminating in an independent publication. A core module system challenges students to learn how different fields approach scientific problems. Students participate in journal clubs, a recurring responsible conduct and ethics course, and higher- level courses specifically governed by the interests and needs of each individual student. Research begins with rigorous and challenging rotations that allow students to explore new research areas and new technologies. From these rotations, students select a research laboratory to do their thesis work that is supervised by a faculty mentor and committee of experts. Training in experimental design, rigorous data collection and statistical analysis, is achieved through both didactic course work and direct application to their own work. Our mentoring approach is that it takes a village. From day 1 students have a First Year advisor and a senior student advisor. After selecting a laboratory students have a personal faculty mentor as well as a committee of advocates. They also have access to a senior advisory panel of faculty and both individual and group focused peer-mentoring groups. And finally, leadership includes involvement in directing all aspects of the program as student representatives on all committees as well as TAs for major courses, designing and teaching neuroscience courses and engaging in university and community outreach such as Brain Day and Stanford Summer Research Program. Within each component, we include elements for professional development like reading, critically evaluating and writing scientific papers, preparing and presenting scientific presentations to both professional and lay audiences, networking both academically and in industry as well as professional interactions related to biases such as gender, socioeconomic and race. The program's infrastructure combines faculty, student and administrative feedback on all major levels. There is a program committee, chaired by the director that oversees all infrastructure, an admissions and curriculum committee, used to oversee these two major undertakings and an informal advisory committee that includes other university leadership.