Core curriculum: An introduction

After much delay, I am finally going to start developing the core curriculum I suggested in December 2021. At that time, I imagined recruiting a group of 10-15 domain experts to provide the bulk of material under each separate discipline. That might have worked. Indeed, it could still work if an appropriate group such as the OHBM education committee decides to have a go. But I'm going to try something different. To borrow a phrase from blockchain folks, I want to be permissionless. I'm going to try to collate publicly available material myself, with occasional assistance from others if and when I get proper stuck. Trying to do it all myself should provide me with an interesting set of learning experiences, I hope, and it should also help guarantee that anyone, anywhere with access to YouTube can participate.

So, how's this gonna go? Not sure, it's an experiment. I have the following main disciplines listed and as of now I plan on tackling them in this order (although I may well start on some of the later ones before finishing the earlier ones). I'm just gonna start and see what happens. I will aim for one post a week, equivalent to 1-2 hours of learning. As I go, I will do my best to organize the collection - for example, all will have Core curriculum somewhere in the title, plus appropriate labels - and once there are enough of them I'll create a main page with links; a virtual contents table.

Likely major themes, in likely order:

• How to learn from videos
• Mathematics
• Physics
• Engineering
• Biology
• Physiology
• Biochemistry
  
• Biophysics
• Image processing & analysis
• Statistics
• Psychology
• Experimental design
• Practical issues

Why this order? The logic is to try to build concepts on concepts. It's hard to understand most important engineering concepts without a decent understanding of some physics, which itself requires some decent understanding of certain mathematics, and so on. And, as noted in my Dec 2021 post, the goal here is to cover material that is non-volatile over decades. It's about the fundamental concepts, not the state-of-the-art. 

Right, enough preamble. Time to get going! 

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Infrequently asked questions:

Q: Where's your Twitter?  A: Gawn, all gawn. Got X'd out.

Q: Can we comment or make suggestions?  A: Yup. I'll do my best to answer comments to the posts, and my email still works.

Q: What do you mean by "non-volatile over decades?"  A: I'm taking my inspiration from the established sciences. Consider chemistry. Any chemist trained in a university anywhere in the world understands the Periodic Table and why the first row transition elements are different from the noble gases. They also understand carbon valence, pH, catalysis and hopefully some thermodynamics. These subjects are all fundamental to the field of chemistry and are unchanged whether they are learned in England, Sri Lanka or Venezuela. They also haven't changed fundamentally since I learned about them in the 1980s. 

Q: Why Blogger and not Substack or some newer platform?  A: Inertia. There's a dozen years of history on this site and a lot of it still applies. Indeed, I hope some of it will be getting re-used in the core curriculum! 

Q: Are you going to go back to more topical tips?  A: I don't have plans to, but if there's something important to cover then I may. However, I won't be going back to writing the series on fMRI artifacts or physiological confounds, at least not at this time. I'm focused on the fundamentals right now. Seeing way too many un(der)prepared folk still coming into neuroimaging.