An innovative course in undergraduate neuroscience. Experiment in problem-based learning with 'problem boxes'.

Area of Science:

• Neuroscience Education
• Undergraduate Curriculum Development

Background:

• Traditional neuroscience courses may not adequately foster critical thinking and independent learning.
• Need for innovative pedagogical approaches in undergraduate science education.

Purpose of the Study:

• To describe a novel undergraduate neuroscience course.
• To evaluate the effectiveness of a 'problem-box' and 'educational prescription' in developing problem-solving and self-directed study skills.

Main Methods:

• Implementation of a 'problem-box' and 'educational prescription' pedagogical model.
• Utilized diverse evaluation tools including stimulated patients, questionnaires, tutorial evaluations, and interviews.
• Analysis of student performance and skill development.

Main Results:

• The course demonstrated success in fostering problem-solving abilities.
• Students showed improved self-directed study skills.
• Evaluation tools collectively indicated positive outcomes.

Conclusions:

• The novel course design, incorporating 'problem-boxes' and a problem-solving approach, is effective.
• This pedagogical strategy successfully enhances key skills for neuroscience undergraduates.
• The philosophy behind these educational tools warrants further discussion and application.