Using Case Studies from Neurocase to Promote an Understanding of and Appreciation for Behavioral and Forensic Neuroscience.

Abstract

Understanding both the content and the relevance of neuroscientific material is often challenging for undergraduate students. To increase student interest in, engagement with, and understanding of neuroscientific material, Forensic Psychology and Psychology majors completed group presentations of case studies selected from the journal Neurocase. Cases were selected to emphasize issues relevant to psychology and forensic psychology. Presentation groups consisted of students with the same major, and students were reassigned to different groups for each presentation, ensuring an opportunity to work with different classmates. Presentations included a summary of the case study, explanation of the connections to neuroscience (i.e., neuroscience content), and a description of the different careers that might be associated with that case. Each group also generated a question used to stimulate discussion of the case study with the class. In addition to the instructor's assessment, students engaged in self-and peer-grading for each presentation. Demographic and group project questionnaires were administered after the last group project was completed. The project questionnaire consisted of 22 questions, using a Likert scale, and 3 free response questions. Non-parametric one-sample Wilcoxon Signed Ranks tests revealed statistically significant effects for all 22 questions. Students found the work interesting and valuable, reported an increased understanding of the field, its applications, and career relevance, and a facilitation of critical thinking about the material. Students also found the grading rubric and the peer grading process to be an effective means of assessing student involvement and performance.