Learning outcomes

By the end of this course, students will be able to:


1) Knowledge

  • Describe the organization of the central and peripheral nervous system at different levels (molecular, cellular, brain, psychological, and social).
  • Identify and locate the main neuroanatomical structures and their functions.
  • Explain the molecular and cellular bases of neuronal excitability, synaptic transmission, and brain plasticity.


2) Analytical Skills

  • Integrate knowledge of neuroanatomy, physiology, and neurophysiology in the study of sensory, motor, vegetative, and cognitive pathways.
  • Analyze the mechanisms underlying human and animal behavior, emotions, and cognitive processes.


3) Transferable Skills

  • Apply concepts of neuroscience to address complex biomedical or psychological questions.
  • Develop a critical perspective on recent advances in neuroscience.
  • Use self-assessment tools, synthesis strategies, and collaborative learning methods (flipped classroom, portfolio, workshops).


Goals

The course aims to:


  • Provide students with an integrated understanding of the functioning of the central and peripheral nervous system, linking neuroanatomy, physiology, and psychology.
  • Present the fundamental principles of neuroscience (ionic, synaptic, molecular, and cellular mechanisms).
  • Explore how these mechanisms translate into complex functions such as perception, motor control, cognition, emotions, and vegetative regulation.
  • Familiarize students with systemic approaches: brain plasticity, development, language, memory, sleep, affective and social regulation.
  • Prepare students to connect neuroscientific concepts with biomedical and psychological disciplines encountered later in their curriculum.


Content

Neuroscience is addressed at multiple levels of analysis — molecular, cellular, brain, psychological, and social — in order to better understand the processes underlying behavior, emotions, and cognitive functions in both animals and humans.


The course begins with an introduction reviewing recent concepts related to neurons, synapses, and neuroglia. A second section, dedicated to perception, examines the different sensory systems, from peripheral receptors to central projections. It highlights how the brain selects, organizes, and interprets sensory information to transform it into meaningful perceptions.


The section on systemic neuroscience covers, among other topics, the early stages of brain development, the formation of neural circuits, their modifications under the influence of experience, as well as the mechanisms of repair and regeneration of the nervous system.


Finally, the study of complex brain functions includes an exploration of associative cortical areas, language and speech, sleep–wake cycles, the autonomic system, pain processing, emotions, sexuality, and human memory.

Table of contents

The course may include the following:


1) General Introduction

  • History and methods in neuroscience
  • General organization of the nervous system

2) Molecular and Cellular Bases

  • Neurons, glia, and cellular organization
  • Resting and action potentials
  • Synaptic transmission and neurotransmitters
  • Synaptic plasticity and the bases of learning and memory

3) Sensory Systems

  • Organization of the visual, auditory, somatosensory, gustatory, and olfactory systems
  • Coding and processing of sensory information
  • Perceptual construction and multimodal integration

4) Motor Control

  • Organization of motor pathways
  • Spinal, cerebellar, and basal ganglia control
  • Planning and execution of movements

5) Complex and Integrative Functions

  • Brain development and lifelong plasticity
  • Associative cortical areas and cognitive integration
  • Language and speech
  • Sleep and biological rhythms
  • Autonomic system and homeostasis
  • Pain and modulation systems
  • Emotions, motivation, sexuality
  • Memory and learning

6) Systemic and Social Neuroscience

  • Brain–environment interactions
  • Influence of life experiences on brain circuits
  • Repair and regeneration of the nervous system
  • Social and affective neuroscience


Certain sections may be developed in greater detail depending on the instructor’s choice.

Exercices

Learning in Neuroscience requires the student’s active engagement and the progressive construction of knowledge. Some of the proposed exercises aim not only to assess acquired knowledge but also to encourage the development of personal methods for sustainable and autonomous learning.


  • Regular self-assessments: quizzes, exercises, or application questions may be provided through the textbook or during classes to help students identify their strengths and weaknesses.
  • Assignments or practical workshops: carried out in person or remotely, for instance in the form of systematic syntheses of the different courses, will enable students to actively mobilize their knowledge, work in groups, and develop transversal skills (analysis, critical thinking, scientific communication).
  • Learning portfolio: through regular self-assessment and synthesis-based assignments, students will progressively build a portfolio integrating exercises, summaries, diagrams, and personal reflections, which will serve both as a study tool and as a record of their progress.


Beyond the exercises possibly provided by instructors, each student is expected to develop an autonomous and proactive approach to mastering the content. This may include:


  • Personal syntheses: reformulating the material in one’s own words to strengthen memory and understanding.
  • Conceptual connections: establishing links between the different levels of neuroscience study (molecular, cellular, cerebral, psychological, and social), or with other previously taken courses.
  • Visual tools: creating diagrams, illustrations, concept maps (mind maps), flowcharts, or comparative tables to structure information and facilitate recall.
  • Examples and case studies: illustrating theoretical concepts through clinical, experimental, or everyday applications.
  • Self-questioning: practicing by generating potential exam questions, thereby fostering active learning and preparation for assessment.


These self-learning strategies will enable students to become active participants in their own training, strengthen memory consolidation, and acquire greater autonomy in mastering neuroscience knowledge.

Teaching methods

  • Lectures complemented by multimedia resources (videos, summaries, slides).
  • Innovative pedagogical approaches where appropriate: flipped classroom, workshops, collaborative projects.
  • Use of WebCampus for access to course materials (syllabus, references, exercises).
  • Complementarity between the fundamental part (Prof. De Backer) and the systemic part (Prof. Desseilles).


Prerequisite: General psychology

Recommendation: Take this course the year prior to entering the first Master’s in Biomedical Sciences.

Assessment method

  • De Backer’s part: MCQ covering fundamental neuroscience.
  • Desseilles’ part: MCQ covering systemic neuroscience.
  • Possible intermediate assessments (assignments, workshops, portfolio).
  • Passing requires validation of both course parts.
  • In case of partial failure, the final grade is capped below the pass mark (absorptive grade or an arbitrary failing grade, not corresponding to the weighted average of both parts).
  • No automatic transfer of partial grades from one academic year to another (transfer may be granted from one exam session to the next, subject to instructors’ approval).
  • Unless otherwise decided, the signature of an exam or attendance mark is strictly recorded by signing the exam answer sheet at the time of the exam, and not by email.



These assessment methods may be adapted in the event of exceptional circumstances, whether related to the organization of the course or independent of it, including public health situations.

Sources, references and any support material

Main textbook


  • Course book : Purves et al., Neuroscience, De Boeck Supérieur. Recommended: most recent edition.


Complementary readings


  • Pinel, J., Biopsychology, Pearson Education France.
  • Barker et al., Neuroanatomie et neurosciences, De Boeck Supérieur.
  • Kolb et al., Brain and Behavior, De Boeck Supérieur.


Course materials


  • Lecture notes and summaries
  • Self-assessment exercises
  • Videos and digital resources


Language of instruction

French
Training Study programme Block Credits Mandatory
Bachelor in Biomedical Sciences Standard 0 4
Bachelor in Biomedical Sciences Standard 3 4