Active learning in a neuroethics course positively impacts moral judgment development in undergraduates

Area of Science:

• Neuroscience
• Bioethics
• Education

Background:

• Advances in neuroscience raise significant social and ethical questions.
• There is a need for increased public understanding of neuroethics.
• Undergraduate education must address the implications of neuroscientific discoveries.

Purpose of the Study:

• To describe the development and impact of an undergraduate neuroethics course.
• To foster moral reasoning and ethical judgment in students.
• To introduce the application of bioethical frameworks to neuroscientific topics.

Main Methods:

• Implemented a student-centered curriculum with daily readings, discussions, and case analyses.
• Utilized active learning strategies to engage students in complex ethical discussions.
• Assessed student learning through pre- and post-course Defining Issues Test (DIT) scores and reflections.

Main Results:

• Student performance on the Defining Issues Test (DIT) improved post-course.
• End-of-course reflections indicated successful achievement of learning objectives.
• Students demonstrated enhanced application of bioethical frameworks to neuroethical issues.

Conclusions:

• The developed neuroethics course effectively met its educational objectives.
• Active-learning, student-centered pedagogy is effective for teaching neuroethics.
• This course model can guide undergraduate neuroethics education nationwide.