Interdisciplinary and integrative learning of neuroscience in first-year Psychology students

María José Álvarez Comino, Gustavo González Cuevas, Beatriz Navarro Galve, Elena Velarde Fernández
2015 HEAd'15. Conference on Higher Education Advances   unpublished
This work describes a novel learning experience designed by professors from four distinct first-year Psychology courses at the European University of Madrid. In general, first-year Psychology students are lacking a sense of interfield integration and unity of neuroscience. Therefore, our ultimate goal was to help students perceive continuity between neuroscience-related courses, promote interprofessionalism, and avoid compartmentalization. The specific aims were to generate transversal
more » ... and integrate contents by coordinating and developing interdisciplinary learning activities. These courses share the common thread of teaching the psychological processes: sensation, perception, attention, learning and memory, as well as their biological and neurophysiological bases. This practice was designed to utilize high-impact educational methodologies based on meaningful and experiential learning approaches, in addition to active learning methods such as problem-based learning (PBL). All in all, students improved their knowledge of transversality and interprofessionalism required in learning neuroscience. Introducing these concepts in the training of first-year Psychology students may help in fostering effective strategies in the teaching of psychology.
doi:10.4995/head15.2015.413 fatcat:y3c4gzmzp5cxblnfe5resufnxy