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Advan. Physiol. Edu. 271: 45S-47S, 1996;
1043-4046/96 $5.00
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Advances in Physiology Education, Vol 271, Issue 6 45-S47, Copyright © 1996 by American Physiological Society

ARTICLES

Debate: a tool for teaching graduate students

F. Moody-Corbett
Division of Basic Medical Science, Faculty of Medicine, Memorial University of Newfoundland, St. John's, Canada.

The introduction of a formal debate was used to stimulate discussion of neuroscience in our graduate program. The debate had several advantages for encouraging student participation. Several students actively participated in the debate: four debaters and five judges. Faculty coaches helped provide background knowledge and guidance before the debate but were not debaters. Faculty directed the judges in methods of evaluation but were not judges. It was felt that this method of teaching was not only fun, but also provided an opportunity to learn current topics in neuroscience, method of presentation, and critical evaluation.




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