Connection to the World

The Connection to the World (CTW) master course provides an integrative overview of the structure and function of the human brain and spinal cord in health and disease.

Knowledge and concepts from multiple disciplines are integrated so that students can begin to understand the mechanisms, diagnosis, and treatment of common disorders of the nervous system and related organ systems, including the visual, auditory, somatosensory, motor, and cognitive systems.

Students will also learn about emerging scientific understandings of these disorders, and both the social determinants of health and aspects of health promotion and prevention of these diseases.

CTW contains instruction around several related disciplines, both scientific (neuroscience and behavioral science) and clinical (neurology, neurosurgery, ophthalmology, psychiatry, and otolaryngology).

CTW is built upon the neuraxis, beginning with a description of the anatomy and physiology of the spinal cord and ascending to the cerebral cortex, adding disease mechanisms and pathophysiology at each anatomical station.

Learning Units:

1. Neurons, Glia, Axons, Dendrites, and Synapses to Systems
   
2. Understanding Peripheral Nerve, Muscle, and Spinal Cord Function and Dysfunction
   
3. Sensation and Movement: Brainstem, Cerebellum, and Basal Ganglia
   
4. The Visual System and its Dysfunctions, Brainstem, and Cranial Nerve Function.
   
5. Diencephalic - Limbic Circuits, Behavioral Neurobiology, and Related Disorders
6. Cerebral Cortex, Consciousness, Cognition, and Perception
   
7. Psychiatric Disorders including Neurodevelopmental Disorders
   
8. Neurological Disorders (including neurodegeneration, inflammatory, genetic, and neurovascular disorders)

CTW integrates multiple interactive pedagogies in large and small group settings. Students encounter new material through asynchronous learning and in-person large-group sessions and then engage in practice and feedback through text-enhanced learning, small group case-based workshops, patient presentations and panels, interactive neuroanatomy labs, and guided clinical reasoning exercises.

Students have ample opportunities for spaced repetition and retrieval practice, analytical thinking, and active application of their understanding of anatomy, physiology, pathophysiology, and pharmacology in diagnosing and treating disease.

Comp EPO: Title	Type	Initiated by	Completed by	#/course
MTD 2.1: Mechanism and Treatment of Disease HP 1.1/1.2: Health Promotion and Disease Prevention 3.1: Clinical Reasoning 7.1/7.2/7.4 Responsibility to Society	Quizzes	Faculty	Students	8 (1/week)
	Self-assessment	Faculty	Students	2
CR 3.1: Clinical Reasoning PC 4.1: Patient Care	Clinical Reasoning Consultation	Faculty and ACEs	Students	1
PR 5.3/5.4/5.5 Professional Identity Formation CM 6.2-6.3: Communication Skills	Small group written feedback	Faculty	Faculty	1/student (piloting with HE group)
CR 3.1: Clinical Reasoning PC 4.1: Patient Care CM 6.2-6.3: Communication Skills	Simulation Feedback	Faculty	Faculty (during debrief)	2 simulations in this course

Summative

• End-of-course, pass/fail qualifier
• Lab practical qualifier

Discipline-specific learning objectives

Comp	EPO	Course Objective
MTD	2.1	Demonstrate knowledge of the normal development, structure and function of the nervous system and special senses and the related molecular, biochemical, and cellular mechanisms required for health and homeostasis (see course foundational concepts). Demonstrate knowledge of the epidemiology, pathophysiology, clinical presentation, evaluation, and evidence-based management of common neurological, psychiatric, ophthalmological and auditory disorders (see core conditions list)
CR	3.1	Formulate basic, prioritized differential diagnoses and outline a diagnostic evaluation and management approach for common neurological, psychiatric, ophthalmic and auditory conditions, making the reasoning and information needs explicit (see course fundamental concepts and core conditions list).
PC	4.1	Select and prioritize key history questions for common neurological, psychiatric, ophthalmic and auditory conditions, including key symptoms, risk factors, and pertinent positives/negatives (see course core condition list). Identify the paraclinical data (lab studies, imaging, and other tests) most appropriate for the investigation of common neurological, psychiatric, ophthalmic, and auditory conditions (see course core condition list).
HP	1.1	Demonstrates foundational knowledge in epidemiology and public health approaches to health promotion and disease prevention for common neurological, psychiatric, ophthalmic and auditory conditions, including environmental and individual risk factors that may be modifiable (see course core conditions list).
HP	1.2	Demonstrate knowledge of health promotion and disease prevention recommendations and guidelines for common neurological, psychiatric, ophthalmic and auditory conditions (see course foundational concepts).
RS	7.1	Demonstrate understanding of the social and structural determinants of health that impact the development and progression of common neurological, psychiatric, ophthalmic, and auditory conditions. (see course core condition list).
	7.2	Demonstrate understanding of the disparate impact of common neurological, psychiatric and auditory conditions on diverse populations and the factors impacting health equity.
	7.4	Recognize factors that contribute to health care costs in patients with common neurological, psychiatric, ophthalmic, and auditory conditions.

Common learning objectives relevant to this course

Comp	EPO	Course Objective
PR	5.3	Demonstrate the ability to collaborate effectively with peers in small-group activities by completing required preparation; showing respect; welcoming teammates’ input; responding to others’ needs; and contributing to a psychologically safe environment grounded in mutual respect and trust. Give and openly receive reinforcing and constructive feedback to improve performance.
PR	5.4	Exhibit professionalism within the learning environment, including meeting administrative deadlines without reminders; completing course evaluations; adhering to policies; notifying small group leaders about absences; and communicating promptly and professionally with course directors, coaches, Heads of House, and/or deans to request guidance or assistance on all issues that impact the ability to meet course or phase requirements. Demonstrates professionalism in clinical correlation sessions involving patient participation by arriving on time, engaging respectfully with all session participants, showing empathy and respect for patients’ backgrounds and circumstances, safeguarding patient privacy and confidentiality, and foster an inclusive, psychologically safe learning environment.
PR	5.5	Demonstrate the ability to identify ethical principles in clinical scenarios and case vignettes and discuss how they impact patient care.
CM	6.2	Demonstronstrate the ability to communicate diagnostic, prognostic, and therapeutic uncertainty in clinical cases, including how uncertainty influences recommendation strength and next-step discussions, using clear, lay language tailored to the patient.
CM	6.3	Demonstrates the ability to communicate effectively with peers and faculty in small-group activities, including active listening, respectful and honest communication, ability to ask and answer questions, and willingness to receive feedback. Give reinforcing and constructive feedback to peers to improve performance. Demonstrates effective interactions with patients during clinical correlation sessions (e.g. asking appropriately framed questions and expressing appreciation).