Debate: a tool for teaching graduate students.

Abstract

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.