Dr Stefano Sandrone receives the A.B. Baker Teacher Recognition Award

Dr Stefano Sandrone, from the Department of Brain Sciences, has been awarded the A.B. Baker Teacher Recognition Award.

Dr Stefano Sandrone, from the Department of Brain Sciences at Imperial College London, has been recognised for his exceptional teaching abilities for the second time in four years. He was awarded the prestigious A.B. Baker Teacher Recognition Award by the American Academy of Neurology (AAN), the world's largest association of neurologists and neuroscience professionals. 

The AAN award acknowledges educators who have made significant contributions to advancing the field of neurology education. Dr Sandrone expressed his delight at receiving the award again, recognising his dedication to pioneering educational methods at Imperial College London and beyond. 

"This award is a significant validation of the many educational innovations I'm piloting," Dr Sandrone stated. "I'm passionate about shaping the future of neuroscience education at all levels." 

We interviewed Dr Sandrone to learn more about this significant achievement and his journey in neuroscience.

What initially drew you to the field of neuroscience education, and how has your journey evolved since then? 

I fell in love with neuroscience during a conference in Italy when I was 18. While studying, conveying my passion for the topic naturally became my immediate next step. I am now a neuroscientist, an educator and a scholar in medical education: it is not very common to have all three expertise in one. In retrospect, two factors played a key role. Number one: I started teaching early in my career and now have many ‘flight hours’. Number two: I was lucky to have successfully put myself forward for, and been nominated for, prominent leadership positions in leading and impactful organisations, including the Italian Minister of Health and the American Academy of Neurology, when I was under 30. These experiences were invaluable, and I have learned a lot since then. 

Could you share some insights into your teaching philosophy? How do you approach educating students in the complex field of neuroscience? 

I support ‘active learning’, which means ‘learning by doing’. My teaching philosophy is based on knowledge, enthusiasm, and pragmatism. The field of neuroscience is indeed complex. First, I ask learners to reflect on their motivation, which needs to be a strong internal one. Marks should be by-products of high-quality work, not an aim in themselves. It is fine to be strategic, but it might not be sustainable in the medium- or long-run. I also talk to students about the real life of a neuroscientist, which consists of ambitions, dreams, and rejected manuscripts. 

As someone deeply invested in education, what are the most significant challenges facing neuroscience educators today?

The world of education has changed more during the last five years than in the preceding fifteen. The key challenge is now the attention or, more precisely, the lack of attention. Students and educators are flooded with notifications. Maintaining focus while completing a task is fundamental but often forgotten. We need to re-learn how to focus. We have never been so connected and, at the same time, disconnected. There should, instead, be a time to connect and a time to disconnect. For me, disconnecting means seeing family and friends, attending elite cycling races (even better if in-person), playing padel and enjoying operas at the Royal Opera House or AC Milan football matches in the San Siro stadium. I regularly encourage the students to follow their passions outside the lecture theatre or the laboratory. Moreover, I encourage the students to talk to each other, as I regularly do with my colleagues at departmental, Faculty and College levels. Even neurons do almost nothing alone, whereas they can make synapses with fellow neurons. Teamwork always matters. 

What advice would you give educators looking to incorporate more interactive and engaging learning experiences into their classrooms? 

The future is both in the metaverse and inside the lecture theatre, so educators need to be comfortable with both environments, which are diametrically opposite. However, not all educators have to integrate interactive and engaging learning experiences. Some might still prefer delivering lectures via slides in a ‘classic’ fashion, which might still be fine. Yet, to some extent, we need to adapt our teaching approach to how the world changes, certainly without compromising on the quality of the teaching and learning experience.

In your opinion, what makes a great neuroscience educator stand out?

A great neuroscience educator stands out when there is a mix of competence in teaching and learning methods, profound neuroscience knowledge, an inquisitive mind and enthusiasm. Then, I would add to the mix three of Italo Calvino’s Six Memos for the Next Millennium, which we can equally apply to medical education and life: lightness (‘lightness is not superficiality, but a gliding over things from above, without letting things weigh on your heart’), exactitude and consistency. 

Can you share any memorable teaching moments that have had a lasting impact on you?

I will cite two. In 2012, I gave my first lecture ever in Milan. I was based in Zurich, where I was working and living, so I took a 4-hour train ride just for that lecture. When I arrived, only four students were in the audience! Conversely, one of the most recent talks I gave was in front of a large crowd. Regardless of the audience size, I enjoyed myself in both cases. I am more focused on the future than the past, and I always look forward to the next time I enter the lecture theatre. 

What do you love most about being a neuroscience educator, and what keeps you inspired to continue your work in the field?

I am inspired by two things: having the chance to teach the next generations of neuroscientists and being able, as much as I can, to shape the future of how the discipline is taught. For me, the ‘what’ and the ‘how’ go hand in hand. Maybe, one day, bots will replace us all. But that day seems far away. Teaching is still an interaction among human beings, which I massively enjoy. 

Research insights 

Dr Sandrone extends his expertise beyond the classroom. His research interests range from flipped classrooms and distance learning to professional identity formation and the potential of the metaverse in education. His work has been published in renowned journals like Neuron, Annals of Neurology, Cell, and Nature Medicine. 

Dr Sandrone's leadership roles and achievements 

At Imperial, Dr Sandrone serves as the deputy director of the MSc Translational Neuroscience program and co-director of the MRes Experimental Neuroscience program. He also holds leadership positions in international committees, including the Association for Medical Education in Europe (AMEE) and the American Neurological Association (ANA). 

Dr Sandrone's previous recognitions include the Science Educator Award from the Society of Neuroscience, the Mentorship Prize from the Trainees in Association for the Study of Medical Education, the President’s Award for Excellence in Education from Imperial and his first A.B. Baker teacher Recognition Award from the American Academy of Neurology.