APA
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Geminiani, A., Kathrein, J., Yegenoglu, A., Vogel, F., Armendariz, M., Ben-Zion, Z., … Passecker, J. (2024). Interdisciplinary and Collaborative Training in Neuroscience: Insights from the Human Brain Project Education Programme. Neuroinformatics.
Chicago/Turabian
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Geminiani, Alice, Judith Kathrein, Alper Yegenoglu, Franziska Vogel, Marcelo Armendariz, Ziv Ben-Zion, Petruţ A. Bogdan, et al. “Interdisciplinary and Collaborative Training in Neuroscience: Insights from the Human Brain Project Education Programme.” Neuroinformatics (2024).
MLA
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Geminiani, Alice, et al. “Interdisciplinary and Collaborative Training in Neuroscience: Insights from the Human Brain Project Education Programme.” Neuroinformatics, 2024.
BibTeX Click to copy
@article{alice2024a,
title = {Interdisciplinary and Collaborative Training in Neuroscience: Insights from the Human Brain Project Education Programme},
year = {2024},
journal = {Neuroinformatics},
author = {Geminiani, Alice and Kathrein, Judith and Yegenoglu, Alper and Vogel, Franziska and Armendariz, Marcelo and Ben-Zion, Ziv and Bogdan, Petruţ A. and Covelo, Joana and Pier, Marissa Diaz and Grasenick, K. and Karasenko, V. and Klijn, W. and Kokan, Tina and Lupascu, C. and Lührs, Anna and Mahfoud, T. and Özden, Taylan and Pedersen, Jens Egholm and Peres, Luca and Reiten, I. and Simidjievski, Nikola and Ulnicane, I. and van der Vlag, Michiel and Zehl, Lyuba and Saria, Alois and Díaz-Pier, Sandra and Passecker, Johannes}
}
Neuroscience education is challenged by rapidly evolving technology and the development of interdisciplinary approaches for brain research. The Human Brain Project (HBP) Education Programme aimed to address the need for interdisciplinary expertise in brain research by equipping a new generation of researchers with skills across neuroscience, medicine, and information technology. Over its ten year duration, the programme engaged over 1,300 experts and attracted more than 5,500 participants from various scientific disciplines in its blended learning curriculum, specialised schools and workshops, and events fostering dialogue among early-career researchers. Key principles of the programme’s approach included fostering interdisciplinarity, adaptability to the evolving research landscape and infrastructure, and a collaborative environment with a focus on empowering early-career researchers. Following the programme’s conclusion, we provide here an analysis and in-depth view across a diverse range of educational formats and events. Our results show that the Education Programme achieved success in its wide geographic reach, the diversity of participants, and the establishment of transversal collaborations. Building on these experiences and achievements, we describe how leveraging digital tools and platforms provides accessible and highly specialised training, which can enhance existing education programmes for the next generation of brain researchers working in decentralised European collaborative spaces. Finally, we present the lessons learnt so that similar initiatives may improve upon our experience and incorporate our suggestions into their own programme. Supplementary Information The online version contains supplementary material available at 10.1007/s12021-024-09682-6.