1. Comprehensive Exams Alan Sved, PhD Department of Neuroscience & Center for Neuroscience University of Pittsburgh A discussion of ‘best practices’

2. With help from many programs, including: Albert Einstein University Columbia University Emory University Johns Hopkins University Michigan State University Ohio State University Oregon Health Sciences University Thomas Jefferson University UC-Irvine UCLA University of Cincinnati University of Maryland University of Michigan University of Minnesota University of Texas-San Antonio University of Utah University of Wisconsin

3. Comprehensive Examination What is it?

4. Comprehensive Examination Definition of comprehensive: 1.Inclusive – covering many things or a wide area 2.Including All – including everything, so as to be complete It can also be used as a noun: an examination in a major field of study.

5. Comprehensive Examination Semantics: comprehensive exam versus qualifying exam

6. Goals – as an exam, it is designed to: Test broad-based knowledge of neuroscience Test depth of knowledge in a specific area of neuroscience Test ability to critically evaluate information Test ability to identify key issues in a given area Test ability to formulate questions and hypotheses Test ability to design well-controlled experiments Test ability to communicate ideas in writing Test ability to communicate ideas orally

7. Goals (as stated in Pitt’s “Guidelines”): The specific educational goals of the Comprehensive Exam are to test the student’s ability to:  Independently evaluate and critique a body of neuroscience literature  Integrate the acquired information into broad conceptual schemes  Develop testable hypotheses  Devise experimental approaches and thereby evaluate hypotheses  Demonstrate the communication skills required to present and defend scientific ideas in oral and written formats

8. Issues to consider: When, what, how, who, and why

9. BIG ISSUE – what format: A. Question/topic based versus B. Grant application based versus C. Both

10. When: approximately end of year 2/beginning of year 3

11. What (focused on grant-based design): Topic How is it determined? How close can it be to ‘dissertation topic’? How close can it be to what the student is doing the in lab? How close can it be to advisor’s grant? (and how does this get enforced?)

12. What (focused on grant-based design): Written document –NRSA format? –New 6 page format? Oral presentation –Who is present? Defense –What does this focus on?

13. Who: Who is on the examining committee and who determines the members Selected by student or faculty? How many members? What diversity of expertise? Role of advisor (chair, member, excluded)?

14. Who #2: Who is the student allowed to turn to for help (if anybody), and what kind of help? Is the faculty committee just an examining committee, or do they also provide advice?

15. Other issues: Training in grant writing? Formal required course? Formal optional course? Workshop? One-on-one with mentor?

16. Other issues: Breadth of neuroscience knowledge? Coursework and other components of curriculum, of course Additional separate exam? Review paper on separate topic? Background section of grant proposal? Probed during oral defense of grant proposal?

17. Other issues: Assessment How do we know we are doing the right thing?

18. Goals (as stated in Pitt’s “Guidelines”): The specific educational goals of the Comprehensive Exam are to test the student’s ability to:  Independently evaluate and critique a body of neuroscience literature  Integrate the acquired information into broad conceptual schemes  Develop testable hypotheses  Devise experimental approaches and thereby evaluate hypotheses  Demonstrate the communication skills required to present and defend scientific ideas in oral and written formats

19. But is it just an exam? Or can the comprehensive exam play a more important role in training?

20. But is it just an exam? The comprehensive exam is also important an educational opportunity! The comprehensive exam is also a critical opportunity to provide important feedback to the student!  Indeed, we should pay careful attention to what the students get out of this experience!

21. So, yes, it is an exam, but think about it as a mechanism to provide training and experience in essential competencies:  Independently evaluate and critique a body of neuroscience literature  Integrate the acquired information into broad conceptual schemes  Develop testable hypotheses  Devise experimental approaches and thereby evaluate hypotheses  Demonstrate the communication skills required to present and defend scientific ideas in oral and written formats