Neurobiology of Disease Course Development

描述（由申请人提供）：对大脑疾病的迷恋吸引学生攻读博士学位。神经科学的训练然而，尽管我们有一个最成功的博士学位。在综合神经科学的培训计划中，我们目前的课程将核心课程中教授的基础神经科学与少数选修课程中的临床神经科学相分离。此外，许多选修课程以抽象的方式解决临床神经科学问题，很少或根本没有在临床环境中直接接触疾病本身。本申请的目标是开发一门课程，在该课程中，对神经系统和精神疾病的临床理解在博士前培训期间的第一年中为基础神经科学教育提供信息，丰富和背景化。为实现这一目标，将努力实现以下具体目标：1）设计，开发和引入疾病神经生物学的第一年核心课程，将互动式疾病导向问题解决作为课堂组织和评估原则，在基础科学主题的背景下介绍临床病例介绍和临床研究文献，学生在基础科学课程中同时学习神经科学核心课程2)使用选定的疾病导向主题的重复和复发（例如，自闭症，中风，癫痫，阿尔茨海默氏症，精神分裂症，脊髓损伤，成瘾。帕金森氏症）作为一种机制，用于切割和整合不同层次的分析：从基因到系统，从通道到认知，从电路到情感。3)开发选定的主题由临床医生和基础科学家的联合演示文稿，以便将基础科学与临床病因学，诊断和治疗功能相结合，4）开发一个基于网络的交互式视频演示患者演示的档案和5）将临床“神经伦理学”的讨论引入技能和伦理课程。结果将通过确定对学生在综合考试，本科教学，研究研讨会，个人博士前奖学金申请，出版物和论文的表现的影响进行评估。该应用程序将利用来自乔治敦医院，VA医疗中心（精神分裂症和神经科学研究中心），国家康复医院和儿童国家医疗中心的翻译计划和临床教师。我们希望通过将临床神经科学整合到第一年的博士前课程中，我们的毕业生将获得对他们研究的临床背景，新颖研究问题的想法以及建立临床合作的设施的赞赏。

DESCRIPTION (provided by applicant): A fascination with disorders of the brain draws students to pursue Ph.D. training in neuroscience. However, although we have one of the most successful Ph.D. training programs in integrative neuroscience, our current curriculum divorces the basic neuroscience taught in the core curriculum from the clinical neuroscience incorporated in a handful of elective offerings. Furthermore, many of the elective offerings address clinical neuroscience in an abstract manner, with little or no first hand exposure to the disorders themselves in a clinical context. The goal of this application is to develop a course in which a clinical understanding of neurological and psychiatric disorders inform, enrich, and contextualize basic neuroscience education throughout the first year of the predoctoral training period. To achieve this goal, the following specific aims will be pursued: 1) Design, develop and introduce a first year core course in the Neurobiology of Disease to incorporate interactive disease-oriented problem-solving as an organizing and assessment principle in the classroom, introducing both clinical case presentations and clinical research literature in the context of the basic science topics that the students are learning concurrently in the basic neuroscience core course. 2) Use the repetition and recurrence of selected disease-oriented themes (e.g., Autism, Stroke, Epilepsy, Alzheimer's, Schizophrenia, Spinal Cord Injury, Addiction. Parkinson's) as a mechanism for cutting across and integrating the various levels of analysis: from genes to systems, channels to cognition, and circuits to emotions. 3) Develop joint presentations on selected topics by clinicians and basic scientists in order to integrate the basic science with the clinical etiological, diagnostic and therapeutic features, 4) Develop an archive of web-based interactive video-demonstrations of patient presentations and 5) Introduce discussions of clinical 'neuroethics' into the Skills and Ethics course. Outcomes will be evaluated by determining impact on student performance in comprehensive exams, undergraduate teaching, research seminars, individual predoctoral fellowship applications, publications, and dissertations. The application will utilize the translational programs and clinical faculty from the Georgetown Hospital, the VA Medical Center (Center For Schizophrenia and Neuroscience Research), National Rehabilitation Hospital, and Children's National Medical Center. We expect that by integrating clinical neuroscience into the first year predoctoral curriculum, our graduates will gain an appreciation for the clinical context for their research, ideas for novel research questions, and a facility for establishing clinical collaborations.