Are you interested in neuroscience and its application to clinical practice?
You can access the Updates in Applied Neuroscience and Clinical Practice for the Global South program through a subsidized academic scholarship that covers the tuition fee.
Knowledge of the English language is required.
Studies of the nervous system have established a solid foundation and generated important discoveries in the field of neuroscience over the last century. The brain is the primary organ responsible for perception, sensorimotor integration, behavioral control, and other cognitive functions.
The study of the nervous system not only facilitates the understanding of individual behavior but also offers keys to understanding the organization and integration of human beings in society. The study of diseases affecting the nervous system has profound medical, social, and economic implications. Therefore, it is crucial to train healthcare professionals specializing in these topics with a comprehensive and multidimensional approach that delves into the biological aspects while also considering social, ethical, and legal considerations, in order to promote critical thinking about neuroscience and neurotechnology. Through the use of new educational technologies, such as the platform offered by Neurotorium (Home – Neurotorium), it is possible to connect fundamental concepts in the field with clinically relevant perspectives that are appealing to healthcare professionals across the spectrum.
Dr. Graciela Mazzone | Independent Researcher at the Institute of Translational Medicine Research (IIMT) of the National Council for Scientific and Technical Research of Argentina (CONICET) and Adjunct Professor at the Faculty of Biomedical Sciences of the Universidad Austral, Argentina.
Dr. Analia Reines, Independent Researcher at CONICET and Associate Professor of Pharmacology at the Faculty of Pharmacy and Biochemistry, University of Buenos Aires (UBA). Argentina.
Dr. Astrid Schmied, Research Scientist at the Science of Learning in Education Center (SoLEC), National Institute of Education, Nanyang Technological University (NTU). Singapore.
Dr. Arleen Salles, Philosopher (PhD, MA, SUNY Buffalo); Co-founder of the Institute of Neuroethics (IoNx). Founder and former Director of the Neuroethics Program at CIF, and Founder/Director of Neuroethics Buenos Aires (NEBA) in Argentina.
Dr. Claudia Alarcón López, Nanotechnology engineer with a master's degree in cognitive neuroscience and education. Center for Higher Studies of the Northwest, Tijuana, Mexico, Inter-American Research Institute for Global Change, Mexico.
Dr. Cynthia Sámano, Researcher at the Department of Natural Sciences, Metropolitan Autonomous University, Cuajimalpa Unit. Mexico.
Dr. Delia, Soriano, Postdoctoral Fellow and Assistant Professor of Cytology, General Histology, and Special Histology at the Faculty of Biomedical Sciences, Austral University
Dr. Eduardo Terranova, VMTD; Researcher on Neurochemistry & Clinical neurology since 1987. Technology Transfer Arrangement Advisor in Genomics, Proteomics & Metabolomics: Global Human Sequencing Genome Project, 1999.
Dr. Enver Oruro, Ambassador and executive committee member at UNESCO UniTwin Complex Systems Digital Campus (CS-DC), France. and Head of the e-Laboratory on Morphodynamic Neuroscience and Behavior UNESCO Unitwin CS-DC, Peru.
Dr. Fernando Kasanetz, Independent Researcher at CONICET at the Pain Physiology Laboratory, Department of Physiological Sciences, School of Medicine, University of Buenos Aires (UBA). Argentina.
Dr. Florencia Coronel, Independent Researcher at IIMT of CONICET and Associate Professor at the Universidad Austral, Argentina.
Dr. Graciela L. Mazzone, Independent Researcher at the Translational Medicine Research Institute (IIMT) of the CONICET and Associate Professor at the Universidad Austral, Argentina.
Dr. Gustavo Murer, Principal Investigator at CONICET and Full Professor at the Department of Physiology and Biophysics, School of Medicine, University of Buenos Aires (UBA). Argentina.
Dr. Jaspreet Kaur , Assistant Professor at the Center for Translational Neuromedicine (CTN), University of Copenhagen, Denmark.
Dr. José Iglesias Cáceres, Faculty Member at the School of Law, University of the Republic (UdelaR) and Researcher at the Institute of Labor Law and Social Security. Uruguay.
Dr. María Castelló, Associate Professor of research at Clemente Estable Institute of Biological Research, Ministry of Education and Culture (MEC) and Researcher Grade 4 at PEDECIBA (MEC-UdelaR), Ideologist and co-Founder of Science Diplomacy, Neuroscience, Technology and Society Network (DICIENTS), Montevideo, Uruguay.
Msc. María del Mar Monti, Researcher at the P&G Research Centre, National University of Rosario, Argentina. MBA in Innovation Management in Science and Technology (FGV, Brazil) and Master in Social Studies of Science and Technology (University of Salamanca, Spain).
MSc. María Lizbeth Murillo Ramírez, Psychologist. Researcher at the Mental Health Research Group, National School of Public Health, University of Antioquia. Professor at Universidad Nacional Abierta y Distancia – UNAD, Colombia.
Mg. Martín Ignacio Cáceres, Associated Professor at the Litoral University's Law Faculty (FCJS-UNL), Santa Fe, Argentina. Researcher on ethics, law and political philosophy.
Mg. Romina Porreca, Sociologist and researcher. UN advisor (Gender, Diversity, Health & Environment), Project Manager at MadreEmprendedora (NGO), Ethics Committee's member at the Council of Sociology (Arg) and DICIENTS. Specialist in Human Rights, Public Policy, UN SDG Agenda 2030 & International Cooperation Projects.
Dr. Veronica Bisagno, Independent Researcher at IIMT and CONICET and Associate Professor at the Universidad Austral, Argentina.
The activity is planned for graduates and advanced students of Medicine, Nutrition and Nursing at the Faculty of Biomedical Sciences of the Universidad Austral in Argentina, as well as graduates from other universities with similar orientations.
The course aims to provide graduates in medical-related fields with the latest knowledge on the functioning of the nervous system at the cellular and molecular levels. To achieve this, we will use “Neurotorium” as a platform to provide students with a solid understanding of the brain, explore how neuroanatomy affects the physiology of neurons and neural networks, and how they communicate to regulate functions and behaviors.
As a secondary objective, it is proposed to contribute to the critical approach to this knowledge and associated technologies through the presentation of the main current debates surrounding social, anthropological, legal and ethical aspects.
Lesson 1: Basic Concepts of the Nervous System – Introduction to the Physiology of the Nervous System
Professor: Dr. María Castelló
In this lesson, we will explore the fundamental principles of nervous system physiology, from its cellular and molecular mechanisms to its functional organization and clinical applications. By the end of the session, participants will be able to develop a deeper understanding of the nervous system's role in behavior, cognition, and therapeutic interventions through: i) the definition, origin, and evolution of nervous system physiology; ii) the functional organization of the nervous system across its various levels of complexity, from cellular and molecular physiology (with a focus on neuronal communication) to higher brain functions and the neurophysiological processes involved in neurological and psychiatric disorders.
Lesson 2: The biology of sensation, perception, and the somatosensory systems.
Professors: Dr. María Castelló and Dr. Fernando Kasanetz, Dr. Florencia Coronel
This lesson reviews the functional mechanisms and anatomical organization of the major sensory systems, along with the neuroanatomical and neurophysiological basis of the somatosensory system. Key concepts such as nociception, stress-induced analgesia, endogenous analgesic systems, hyperalgesia, referred pain, and phantom limb pain are addressed. The fundamental characteristics of hearing, taste, smell, and touch are also described, and how these systems influence perception and complex experiences related to pain and its modulation.
Lesson 3: Anatomy of brain projections for generating movement
Professors: Dr. Cynthia Sámano, Dr. Jaspreet Kaur and Dr. Graciela Mazzone
This section will discuss the planning, execution, and control of voluntary and involuntary movements. It will cover learning processes and habits involving the primary and extra-primary motor cortex, as well as the corticospinal system. Furthermore, it will examine the clinical consequences of lesions affecting the motor cortex and its outputs. This will include discussions of the cerebellum, basal ganglia, cortical areas, limbic structures, and cerebellar syndromes. Detailed information and recent research papers related to these topics will be accessible through the Neurotorium platform.
Knowledge of the English language is required.
Lesson 4: The Adolescent, Child, and Adult Brain. The Adult Brain and Aging
Professors: Dr. Gustavo Murer, Dr. Analía Reines, Msc. María Lizbeth Murillo Ramírez
This section will examine the structural changes that occur in the brain at different stages of life: infancy and childhood, adolescence, adulthood, and aging. Neurodegenerative diseases, which primarily affect the elderly, will be addressed in particular, focusing on the symptoms, diagnosis, and treatment of Alzheimer's disease.
Lesson 5: Substance Use Disorders and Addictions
Professor: Dr. Verónica Bisagno
This section will focus on the limbic system, a part of the brain that is activated by drugs of abuse. It will examine how drugs modify the brain's reward system and other areas involved in judgment and decision-making, contributing to addictive behaviors. In addition, it will analyze the physical changes in the brains of drug addicts, the alterations in brain structure observed in animals exposed to drugs, and the overall impact on brain development.
Lesson 6: Practical tools for the study of brain anatomy and pathophysiology.
Professors: Dr. Delia Soriano, Dr. María Castelló, Dr. Graciela Mazzone.
Practical part : Students participating in person will carry out a practical part with the aim of describing the experimental procedures necessary to obtain stained sections ready for observation under a microscope from tissues extracted from an animal.
A mouse brain dissection will be performed, and brain areas will be identified to study the general and detailed structure of the different tissue components. A detailed description of neurohistological techniques using specific markers of the central and peripheral nervous systems will be provided. Students will be trained in the main immunofluorescence and immunohistochemical techniques to describe glial and neuronal components. Students will perform staining on the prepared sections of the fixed mouse brain slides. The slides will be observed in the histology lab of the [university/institution name]. Universidad Austral using bright-field microscopes.
A set of histological preparations will also be used to study the structural organization of a sensory system using neurohistological techniques. In this regard, samples processed with different methods will be observed under a microscope, including aniline staining techniques (Nissl, neutral red), silver impregnation (Golgi-Cajal and de Castro double impregnation), low and high molecular weight neuronal tracers (neurobiotin, biocytin, HRP), and immunohistochemistry with antibodies bound to chromogens. This will be followed by the analysis of transmission electron micrographs of the same brain regions and neurohistological techniques, in order to correlate bright-field microscopy and TEM findings.
A set of histological preparations will also be used to study the structural organization of a sensory system using neurohistological techniques. In this regard, samples processed with different methods will be observed under a microscope, including aniline staining techniques (Nissl, neutral red), silver impregnation (Golgi-Cajal and de Castro double impregnation), low and high molecular weight neuronal tracers (neurobiotin, biocytin, HRP), and immunohistochemistry with antibodies bound to chromogens. This will be followed by the analysis of transmission electron micrographs of the same brain regions and neurohistological techniques, in order to correlate bright-field microscopy and TEM findings.
Lesson 7: Neurocomputing applied to brain health.
Professors: Dr. Enver Oruro
This section will provide information on action potential simulation using HH models and spike neural networks, among other topics: mathematical models of neural plasticity and morphodynamic neuroscience. Applications of computational neuroscience will be shown for topics such as brain aging, epilepsy, and infant attachment learning.
Lesson 8: Anticipating the future: ethical, social, and regulatory perspectives in neuroscience research and neurotechnology.
Professors: Dr. José Iglesias Cáceres and Dr. Arleen Salle, Dr. Claudia Alarcón, Msc. María del Mar Monti, Mg. Romina Porreca and Mg. Martin Caceres
Advances in neuroscience research and the application of this knowledge as a basis for the development of technologies—"neurotechnologies"—have opened new possibilities for understanding and modifying brain function. However, they also generate ethical, social, and regulatory challenges that require a proactive response. In this context, the concept of neurolaw has emerged as a key category from a human rights perspective, addressing the protection of mental privacy, autonomy, and cognitive identity, and placing the importance of their normative treatment on the agenda.
Anticipatory science, understood as the comprehension and forecasting of the trajectory of scientific innovations, becomes essential for anticipating potential ethical dilemmas and socioeconomic disparities. This underscores the need for science diplomacy, international collaboration, and policymaking to ensure equitable access to the benefits of neuroscience research and neurotechnologies. By fostering a dialogue that includes the perspectives and needs of the Global South, science diplomacy can help mitigate risks, promote inclusive development, and uphold human dignity in the face of technological change.
Lesson 9: Cognitive Neuroscience and Education: Learning How We Learn.
Professors: Dr. Eduardo Terranova, Dr. Astrid Schmied, and Dr. Claudia Alarcón
Cognitive neuroscience has profound implications for education, fundamentally transforming our understanding of how we learn. The effective design and generation of learning and knowledge require adaptable and multimodal approaches that actively engage learners, leveraging the plasticity of neural networks and integrating diverse cognitive elements. This holistic approach can transform the passive reception of information into a sustained, interactive cognitive process. This lesson will integrate the theoretical knowledge provided by the Neurotorium platform's Brain Atlas as a resource for interactive learning. We will also address prevalent neuromyths in education, debunking misconceptions about brain function that can hinder effective teaching and learning. Understanding the brain's role in emotional regulation and motivation helps educators create supportive environments that enhance student engagement and resilience. By integrating cognitive neuroscience findings into educational practices, we can develop more personalized and evidence-based approaches to teaching, ultimately fostering deeper understanding and more effective learning outcomes. This interdisciplinary synergy not only enriches educational theory, but also provides teachers and students with scientifically grounded tools to optimize educational experiences.
Lesson 10: Master class by Prof. Elaine Del Bel and general discussion.
Professors: This section will be open to external participants and members of the Science, Diplomacy, Neuroscience, Technology and Society (DICIENTS) network.
This masterclass by Professor Elaine Del Bel will be held in honor of Professor John G. Nicholls, a pioneer in neurobiology, an exceptional teacher, and one of the most influential figures in the expansion of neuroscience in Latin America. His commitment to bringing neurobiology to our region left a profound mark on multiple generations of researchers.
In this session, Professor Del Bel will address key advances in the cellular and molecular mechanisms of Parkinson's disease and L-DOPA-induced dyskinesias, exploring the role of nitric oxide, neuroinflammation, glial activation, and emerging therapies. This translational approach honors Nicholls' legacy: science of excellence dedicated to educating, inspiring, and transforming.
Lesson 1: Brain Basics – Introduction to Physiology of the nervous system.
Professor: María Castelló
In this lesson, we will explore the fundamental principles of nervous system physiology, from its cellular and molecular mechanisms to its functional organization and clinical applications. By the end of the session, participants will be able to have a deeper appreciation for the role of the nervous system in behavior, cognition, and therapeutic interventions by: i) definition, origin and evolution of nervous system physiology; ii) functional organization of the nervous system across its levels of organization/complexity, from cellular and molecular physiology (focusing on neuronal communication) to higher brain functions and neurophysiological processes involved in neurological and psychiatric disorders.
Lesson 2: The biology of sensation, perception, and somatosensory systems.
Professors: Dr. María Castelló and Dr. Fernando Kasanetz, Dr. Florencia Coronel
This lesson reviews the functional mechanisms and anatomical organization of the main sensory systems, along with the neuroanatomical and neurophysiological foundations of the somatosensory system. Key concepts include nociception, stress-induced analgesia, endogenous analgesic systems, hyperalgesia, referred pain, and phantom limb pain. It also outlines the fundamental features of hearing, taste, smell, and touch, and how these systems shape perception and complex experiences related to pain and its modulation.
Lesson 3: Anatomy of brain projections to generate movement.
Professors: Dr. Cynthia Sámano, Jaspreet Kaur and Graciela Mazzone
In this section, we will discuss the programming, execution, and control of both voluntary and involuntary movements. We will cover the learning processes and habits that involve the primary and extra-primary motor cortex, as well as the corticospinal system. Additionally, we will examine the clinical consequences of lesions affecting the motor cortex and its outputs. Further, we will explore the anatomical and functional divisions and projections to the motor cortex, cerebellum, and basal ganglia using the Neurotorium platform. This will include discussions on the cerebellum, basal ganglia, cortical areas, limbic structures, and cerebellar syndromes. Detailed information and recent research papers related to these topics can be accessed through the Neurotorium platform.
Lesson 4: Infant, Child & adult Adolescent Brain. Adult & Aging Brain.
Professors: Dr. Gustavo Murer, Dr. Analía Reines, Msc. María Lizbeth Murillo Ramírez
This section will examine the structural changes that occur in the brain throughout different stages of life: infancy and childhood, adolescence, adulthood, and aging. Additionally, since neurodegenerative diseases primarily impact the elderly, we will also address the symptoms, diagnosis, and treatment of Alzheimer's disease in this section.
Lesson 5: Substance Use Disorders and Addictions.
Professors: Verónica Bisagno
This section will focus on the study of the limbic system, part of the brain that is activated by drugs of abuse. We will examine how drugs modify the brain's reward system and other areas involved in judgment and decision-making, which contribute to addictive behaviors. Additionally, we will analyze the physical changes in the brains of drug addicts, the alterations in brain structure observed in animals exposed to drugs, and the overall impact on brain development.
Lesson 6: Tools for anatomy and pathophysiology.
Professors: Dr. Delia Soriano, Dr. María Castelló, Dr. Graciela Mazzone.
Practical section : Students participating in person will carry out a practical session aimed at describing the experimental procedures necessary to obtain stained sections ready for microscope observation, starting from tissues extracted from an animal. A mouse brain dissection will be performed, and the brain areas will be identified to study the general and detailed structure of the different tissue components.
A detailed description of techniques using specific markers for the central and peripheral nervous systems will be provided. Students will be trained in the main immunofluorescence and immunohistochemistry techniques to describe glial and neuronal components. On one hand, students will perform staining of fixed mouse brain sections already mounted on glass slides to identify the main structures. Then they will inspect the preparations made in the histology lab at Universidad Austral, where bright-field microscopes will be used. Also, a set of preparations will be used to study the structural organization of a sensory system using neurohistological techniques. In this sense, students will observe samples processed with different methods such as aniline techniques (Nissl, neutral red), silver impregnation (double Golgi and Cajal impregnation and de Castro), low and high molecular weight neuronal tracers (Neurobiotin, biocytin, HRP), and immunohistochemistry with antibodies conjugated to chromophores.
This will be followed by the analysis of electron transmission microphotographs of the same brain regions and neurohistological techniques to correlate bright-field microscopy and TEM (transmission electron microscopy).
Lesson 7: Neurocomputing applied to brain health.
Professors: Dr. Enver Oruro
This section provides information about the simulation of action potential with HH models and spiking neural networks, other topics: mathematical models of neural plasticity, and morphodynamics neuroscience. Applications of computational neuroscience will be shown for the topics of brain aging, epilepsy, and infant attachment learning.
Lesson 8: Anticipating the future: ethical, social and regulatory perspectives in neuroscience research and neurotechnology.
Professors: Dr. José Iglesias Cáceres and Dr. Arleen Salle, Dr. Claudia Alarcón, Msc. María del Mar Monti, Mg. Romina Porreca and Mg. Martin Caceres
In this lesson, we aim to showcase the importance of ensuring neuroscience, specifically the advancements in neurotechnology, includes in its dialogue human brain rights. The concept of «neurorights» has emerged as a crucial area of ethical and legal consideration, particularly for the Global South. Neurorights refer to the basic human rights related to the protection of individuals' mental privacy, identity, agency, and access to cognitive enhancement. As these technologies evolve, they have significant implications for personal freedom and societal norms. The anticipation of science – understanding and forecasting the trajectory of scientific innovations – becomes essential to preempt potential ethical dilemmas and socio-economic disparities. This underscores the necessity for scientific diplomacy, which involves international collaboration and policy-making to ensure equitable access to neurotechnologies and the protection of neurorights. By fostering a global dialogue that includes the perspectives and needs of the Global South, scientific diplomacy can help mitigate risks, promote inclusive development, and uphold human dignity in the face of technological change. An anticipative simulation scenario interactive activity will be part of the lesson, after a lecture on the topic.
Lesson 9: Cognitive Neuroscience and Education – Learning How We Learn.
Professors: Dr. Eduardo Terranova, Dr. Astrid Schmied, and Dr. Claudia Alarcón
Cognitive neuroscience has profound implications for education, fundamentally transforming our understanding of how we learn. Effective learning and knowledge design & generation require adaptive, multimodal approaches that engage learners actively, leveraging the plasticity of neural networks and integrating diverse cognitive elements. This holistic approach can transform passive information reception into an interactive, sustained cognitive process. This lesson will integrate theoretical knowledge aided by the Brain Atlas of Neurotorium as a resource for interactive learning. We will also address prevalent neuromyths in education, debunking misconceptions about brain function that can hinder effective teaching and learning. Understanding the brain's role in emotional regulation and motivation helps educators create supportive atmospheres that enhance students' engagement and resilience. By integrating cognitive neuroscience findings into educational practices, we can develop more personalized, evidence-based approaches to teaching, ultimately fostering deeper understanding and more effective learning outcomes. This interdisciplinary synergy not only enriches educational theory but also empowers teachers and learners with scientifically grounded tools to optimize educational experiences.
Lesson 10: Masterclass by Prof. Elaine Del-Bel and general discussion.
Professors: This section will be opened to external participants and members of the network Science Diplomacy, Neuroscience, Technology and Society (DICIENTS)
This masterclass by Prof. Elaine Del Bel will be held in tribute to Prof. John G. Nicholls, a pioneer of neurobiology, an exceptional educator, and one of the most influential figures in the expansion of neuroscience in Latin America. His commitment to bringing neurobiology to our region left a profound impact on multiple generations of researchers.
In this session, Prof. Del Bel will address key advances in the cellular and molecular mechanisms of Parkinson's disease and L-DOPA–induced dyskinesias, exploring the role of nitric oxide, neuroinflammation, glial activation, and emerging therapeutic approaches. A translational perspective that honors Nicholls' legacy: excellence in science dedicated to educating, inspiring, and transforming.
The course will be held in Argentina and will be both in-person (in a hybrid classroom) and virtually on the platform on the campus of the Universidad Australmaking it accessible to universities throughout the Global South.
The course will be taught in Spanish and will be open to applications from the entire Hispanic American community and focused on the problems of the global south.
Places will be limited and if the number of applicants exceeds the limit, they will be selected based on the criteria of relevance and academic excellence.
The course activities will be organized into 9 theoretical-practical lessons of 3 hours each, with a total of approximately 5 full days, the discussion of scientific papers, and practical activities using the Neurotorium 3D Brain Atlas tool.
The course content will cover fundamental topics in Neuroscience, from basic concepts to their clinical application, through lectures, discussions of scientific papers, and hands-on activities using the Neurotorium 3D Brain Atlas tool. The neurohistology practical session (approximately 3 hours of the course) will take place in the microscopy lab.
The course will end with a tenth activity: Panel discussion.
MODALITY
SCHEDULE
Lesson 1: Basic concepts of the nervous system – Introduction to the physiology of the nervous system.
Lesson 2: The biology of perception, sensation, and the somatosensory systems.
Lesson 3: Basic anatomy of the cerebellum and projections to generate movement.
Lesson 4: The Child, Adolescent, and Adult Brain. The Adult Brain and Aging.
Lesson 5: Substance use disorders and addictions.
Lesson 6: Practical tools for the study of brain anatomy and pathophysiology.
Lesson 7: Neurocomputing applied to brain health.
Lesson 8: Anticipating the future: ethical, social, and regulatory perspectives in neuroscience research and neurotechnology.
Lesson 9: Cognitive Neuroscience and Education: Learning How We Learn.
Lesson 10: Master class and general discussion.
Dear Postgraduate Participant, we would like to inform you of the latest updates regarding the tuition policies for our undergraduate and postgraduate programs:
Due to the complex economic situation in Argentina, the tuition fees for our programs and degrees are adjusted periodically. This is to preserve the academic quality that underpins our value proposition and to meet the University's commitments and obligations. These increases will be based on indicators reported by the Central Bank of Argentina.
Once again, we appreciate the trust you have placed in our University and renew our commitment to providing you with the highest level of training and professional development.
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