Improve your knowledge in Neurosciences with this program, where you will find the best educational material with real clinical cases. Learn about the latest advances in the specialty to be able to conduct a quality practice”

This course offers a broad vision of the complex world of neurosciences from an applied perspective, starting with the biological bases and neuroimaging techniques and including a number of different practical approaches, so that any interested professional will get to grips with neurosciences, how to interpret them and, above all, how to apply them to their work.

This is an improvement when compared to the eminently biological programs which are solely focused on the neuronal bases and genetics of the brain or the exclusively clinical programs, in which the conditions that affect the brain and neurodegenerative diseases are studied in depth.

This course allows for a better understanding from a variety of different areas and perspectives, so that professionals have a variety of techniques to apply to their professional life based on their areas of interest.

This specialization program addresses the new branches in neuroscience that are currently undergoing both theoretical and applied development, there are still no specific educational programs available in this area only the practice of individual professionals and the isolated discoveries made in research laboratories. Therefore, this course is leading the way for such innovative sectors as neuromarketing or neuroeducation, while introducing new branches that in a few years will be in great demand from sectors such as neuroeconomics or neuroleadership.

Students on the program will have access to the latest advances in neuroscience at a theoretical level, in addition to learning how to apply them to their  careers, thereby providing them with a distinct advantage over other professionals in the sector.

The course will empower professionals to enter the labor market with confidence or to get a promotion in their current job. The course provides extensive theoretical and practical knowledge that will improve the students professional capabilities.

Expand your knowledge on the Professional master’s degree in Neurosciences"

This Professional master’s degree in Neurosciences contains the most complete and up-to-date scientific program on the market. The most important features include: 

• Practical cases presented by experts in neurosciences
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• The latest developments in neurosciences
• Practical exercises where the self-assessment process can be carried out to improve learning
• Emphasis on innovative methodologies in the field of neurosciences
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This Professional master’s degree may be the best investment you can make when selecting a refresher programme for two reasons: in addition to updating your knowledge in Neurosciences, you will obtain a qualification from TECH Global University"

The teaching staff includes medical professionals who bring their experience to this training program, as well as renowned specialists from leading societies and prestigious universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive training experience designed to train students for real-life situations. 

This program is designed around Problem-Based Learning, whereby the physician must try to solve the different professional practice situations that arise throughout the program. For this purpose, the specialist will be assisted by an innovative interactive video system created by renowned and experienced experts in the field of Neurosciences. 

Increase your decision-making confidence and update your knowledge with this course"

Take the opportunity to learn about the latest advances in this field and apply them to your daily practice"

The structure of the contents has been designed by a team of professionals from the best educational centers and universities,  who are aware of the importance of innovative education, and committed to quality teaching using the latest educational technology. 

A teaching program, structured into well-developed units which is oriented towards a swift efficient learning experience that is compatible with your personal and professional life"

Module 1. Principles of Neurosciences

1.1. The Nervous System and Neurons

1.1.1. The Formation of the Nervous System
1.1.2. Types of Neurons

1.2. Neurobiological Principles of the Brain

1.2.1. Brain Hemispheres and Lobes
1.2.2. Localizationism vs Brain Functionalism

1.3. Genetics and Neurodevelopment

1.3.1. Undifferentiated Neurons
1.3.2. Programmed Neuronal Death

1.4. Myelination

1.4.1. Electrical Interneuronal Communication
1.4.2. Role of Myelin in Neurons

1.5. Brain Neurochemistry

1.5.1. Interneuronal Chemical Communication
1.5.2. Neurohormones and Their Functions

1.6. Plasticity and Brain Development

1.6.1. Age vs. Neuronal Passivity
1.6.2. Neurodevelopment

1.7. Hemispheric Differences

1.7.1. Right Brain
1.7.2. Left Brain

1.8. Interhemispheric Connectivity

1.8.1. White Matter
1.8.2. Differences Between Genders

1.9. Localizationism vs. Functionalism

1.9.1. Hemispheric Functions
1.9.2. New Localizationism

1.10. Invasive vs. Non-Invasive Brain Study Techniques 

1.10.1. Invasive Techniques
1.10.2. Non-Invasive Techniques

Module 2. The Emotional Brain

2.1. The Emotional Brain

2.1.1. The Papez Circuit
2.1.2. The Limbic Brain

2.2. Positive Emotions vs. Negative

2.2.1. Amygdala and Positive Emotion
2.2.2. Amygdala and Negative Emotion

2.3. Arousal vs. Valence

2.3.1. The Intensity of Emotion
2.3.2. The Affective Value of Emotion

2.4. Emotional Intelligence and the Education of Emotions According to the Mayer and Salovey Model

2.4.1. Emotional Intelligence
2.4.2. The Model of Mayer and Salovey

2.5. Other Intelligence Models and Emotional Transformation

2.5.1. Emotional Maturity vs. Emotional Intelligence
2.5.2. Emotional Relearning

2.6. Social-Emotional Skills and Creativity by Level of Intelligence

2.6.1. Intelligence and Social Skills
2.6.2. Intelligence and Creativity

2.7. Emotional Coefficient vs. Intelligence

2.7.1. Academic Intelligence
2.7.2. Multiple intelligences

2.8. Alexithymia vs. Hyperemotiveness

2.8.1. Emotional Illiteracy
2.8.2. Hypersensitivity to Emotions

2.9. Emotional Health

2.9.1. Intelligence and Emotion
2.9.2. Emotional Intelligence

2.10. The Social Brain

2.10.1. Creativity and Intelligence
2.10.2. Self-Knowledge and Intelligence

Module 3. Neuropsychology

3.1. Principles of Neuropsychology

3.1.1. Defining Neuropsychology
3.1.2. Psychological Processes
3.1.3. Neuropsychological Assessment

3.2. Sensation and Awareness

3.2.1. Defining Sensation
3.2.2. Neurological Principles of Sensation
3.2.3. Evaluation of Sensation
3.2.4. Defining Perception
3.2.5. Neurological Principles of Perception
3.2.6. Evaluation of Perception

3.3. Attention

3.3.1. Defining Attention
3.3.2. Neurological Principles of Attention
3.3.3. Attention Assessment
3.3.4. Attention Disorders

3.4. Memory

3.4.1. Defining Memory
3.4.2. Neurological Principles of Memory
3.4.3. Memory Assessment
3.4.4. Memory Disorders

3.5. Emotion

3.5.1. Defining Emotion
3.5.2. Neurological Principles of Emotion
3.5.3. Emotion Assessment
3.5.4. Emotional Disorders

3.6. Language

3.6.1. Defining Language
3.6.2. Neurological Principles of Language
3.6.3. Language Assessment
3.6.4. Language Disorders

3.7. Executive Functions

3.7.1. Defining Executive Functions
3.7.2. Neurological Principles of Executive Functions
3.7.3. Executive Functions Assessment
3.7.4. Executive Function Disorders

3.8. Motivation

3.8.1. Defining Motivation
3.8.2. Neurological Principles of Motivation
3.8.3. Motivation Assessment
3.8.4. Motivation Disorders

3.9. Metacognition

3.9.1. Defining Metacognition
3.9.2. Neurological Principles of Metacognition
3.9.3. Metacognition Assessment
3.9.4. Metacognition Disorders

3.10. Intelligence

3.10.1. Defining Intelligence
3.10.2. Neurological Principles of Intelligence
3.10.3. Intelligence Assessment
3.10.4. Intelligence Disorders

Module 4. Neuroeducation

4.1. Neural Principles of Learning

4.1.1. Experience on a Neural Level
4.1.2. Learning on a Neural Level

4.2. Cerebral Learning Models

4.2.1. Traditional Learning Models
4.2.2. New Learning Models

4.3. Cognitive Processes and Learning

4.3.1. Cognitive Processes and the Brain
4.3.2. Cognitive Processes and Learning

4.4. Emotions and Learning

4.4.1. Emotion and the Brain
4.4.2. Emotion and Learning

4.5. Socialization and Learning

4.5.1. Socialization and the Brain
4.5.2. Socialization and Learning

4.6. Cooperation and Learning

4.6.1. Cooperation and the Brain
4.6.2. Cooperation and Learning

4.7. Self-Control and Learning

4.7.1. Self-Control and the Brain
4.7.2. Self-Control and Learning

4.8. Different Minds, Different Learning Experiences

4.8.1. Different Minds from Neuroeducation
4.8.2. Giftedness from Neuroeducation

4.9. Neuromyths in Education

4.9.1. The Brain and Adult Learning
4.9.2. The Brain and Learning in Autism

4.10. Neurodidactics Applied to the Classroom

4.10.1. The Neurodidactics of Attention
4.10.2. The Neurodidactics of Motivation

Module 5. Neurolinguistics

5.1. Language and the Brain

5.1.1. Communicative Processes of the Brain
5.1.2. The Brain and Speech

5.2. The Psycholinguistic Context

5.2.1. Principles of Psycholinguism
5.2.2. The Brain and Psycholinguism

5.3. Language Development vs. Neural Development

5.3.1. Neural Principles of Language
5.3.2. Neural Development of Language

5.4. The Spoken Language and Written Language

5.4.1. Childhood and Language
5.4.2. Adulthood and Language

5.5. The Brain in Bilingualism

5.5.1. The Native Language at the Neural Level
5.5.2. Multilingualism at the Neural Level

5.6. Developmental Speech and Language Disorders

5.6.1. Intelligence and Linguistic Development
5.6.2. Types of Intelligence and Language

5.7. Childhood Language Development

5.7.1. Phases of Language in Childhood
5.7.2. Difficulties in Childhood Language Development

5.8. Adolescent Brain

5.8.1. Adolescence Language Development
5.8.2. Language Difficulties in Adolescence

Module 6. Neuromarketing

6.1. The Brain and Decisions

6.1.1. Single or Multiple Choices
6.1.2. The Neural Learning of Choices

6.2. Pleasure vs. Surprise

6.2.1. The Brain and Pleasure
6.2.2. The Brain and Surprise

6.3. The Consumer Brain

6.3.1. Decisions and Choices on a Neural Level
6.3.2. Consumption as the Purpose of Choosing

6.4. The Ages of the Brain

6.4.1. Children’s Brain and Choices
6.4.2. Adult Brain and Choices

6.5. Male Brain vs. Female

6.5.1. Male Brain and Choices
6.5.2. Female Brain and Choices

6.6. Mirror Neurons and Social Behavior

6.6.1. The Relevance of Mirror Neurons in Marketing
6.6.2. Social and Prosocial Behavior in Marketing

6.7. Learning and Memory

6.7.1. Learning Decisions
6.7.2. Remembering and Forgetting Decisions

6.8. Neuromarketing Evaluation Techniques

6.8.1. Invasive Neural Techniques
6.8.2. Non-Invasive Neural Techniques

6.9. Neuromarketing Successes and Failures

6.9.1. Applied Cases of Neuromarketing
6.9.2. Neuromarketing Results

6.10. Sales Techniques vs. Neuromarketing

6.10.1. Sales Technology and the Brain
6.10.2. Neuromarketing and Sales

Module 7. Neuroeconomics

7.1. The EconomicBrain

7.1.1. Numbers and the Brain
7.1.2. Mathematics and the Brain

7.2. Neural Foundations of Calculation Errors

7.2.1. Simple vs. Complex Calculations. Complexity
7.2.2. Common Mathematical Mistakes

7.3. Development of the Mathematical Brain

7.3.1. Language vs. Mathematics on a Cerebral Level
7.3.2. Mathematical Development

7.4. Mathematics vs. Intelligence

7.4.1. Intelligence and Mathematics
7.4.2. Multiple and Mathematical Intelligences

7.5. Trends and Fads at the Neural Level

7.5.1. Implicit Theories vs. Explicit Trend Indicators
7.5.2. Fashion and Neural Idiom

7.6. Risk Assumption vs. Conservation

7.6.1. Personality and Risk
7.6.2. The Brain and Risk

7.7. Mathematical Biases

7.7.1. Basic Mathematical Biases
7.7.2. Complex Mathematical Biases

7.8. Emotions vs. Economy

7.8.1. Positive Neural Emotions and the Economy
7.8.2. Negative Neural Emotions and the Economy

7.9. Economic Success and Failure

7.9.1. Economic Success on a Neural Level
7.9.2. Economic Failure on a Neural Level

7.10. Economic Psychopathology

7.10.1. Clinical and Economic Psychology
7.10.2. Personality and the Economy

Module 8. Neuroleadership

8.1. Genetic Leadership vs. Environmental Leadership

8.1.1. The Genetics of Leadership
8.1.2. Leader Training

8.2. Leadership Styles

8.2.1. Types of Leadership
8.2.2. Delegating Leadership

8.3. Neural Biases

8.3.1. The Leader on a Neural Level
8.3.2. The Employee on a Neural Level

8.4. Habits and Change of Patterns

8.4.1. The Leader’s Patterns
8.4.2. The Employee’s Patterns

8.5. Emotion vs. Leadership

8.5.1. The Leader’s Emotions 
8.5.2. The Employee’s Emotions

8.6. Communicative Skills

8.6.1. The Leader’s Communication
8.6.2. The Employee’s Communication

8.7. The Stressed Brain

8.7.1. The Leader’s Stress
8.7.2. The Employee’s Stress

8.8. Self-Management vs. Assigning Responsibility

8.8.1. The Leader’s Self-Management
8.8.2. The Employee’s Responsibility

8.9. Successes and Failures on a Neural Level

8.9.1. The Leader’s Successes and Failures
8.9.2. The Employee’s Successes and Failures

8.10. Neuroleadership Optimization Strategies

8.10.1. Neuroleadership Training
8.10.2. Successes in Neuroleadership

Module 9. Neuropolitics

9.1. The Political Brain

9.1.1. The Social Brain
9.1.2. The Political Option on a Neural Level

9.2. Attentional Biases

9.2.1. Personal Choice
9.2.2. Family Tradition

9.3. Political Affiliation

9.3.1. Belonging to a Group
9.3.2. Group Biases

9.4. Political Emotions

9.4.1. The Positive Emotions of Politics
9.4.2. The Negative Emotions of Politics

9.5. Right vs. Left

9.5.1. Right-Wing Brain
9.5.2. Left-Wing Brain

9.6. The Politician’s Image

9.6.1. Candidate and the Brain
9.6.2. Political Collaborators and the Brain

9.7. The Party Brand

9.7.1. Political Branding
9.7.2. The Brain and Political Brands

9.8. Political Campaigns

9.8.1. Advertising Campaigns in Politics
9.8.2. Electoral Campaigns in Politics

9.9. The Decision to Vote

9.9.1. The Voter’s Profile
9.9.2. The Undecided Person’s Profile

9.10. New Tools Applied to Neuro-Politics

9.10.1. Cases of Application of Neuropolitics
9.10.2. Successes of Neuropolitics

Module 10. Other Branches of Applied Neurosciences

10.1. Neurobranding

10.1.1. Personal Brand and Personal Style in the Brain
10.1.2. Improving Brain Branding with Neuroscience Techniques

10.2. Neuroarchitecture

10.2.1. Amazement and Awe in Neuroscience
10.2.2. Functionality and Environmental Development in Neuroscience

10.3. Neurotechnology

10.3.1. The Use of Technologies in Neuroscience
10.3.2. Neuroimplants

10.4. Neuroethics

10.4.1. The Limits of Research in Neuroscience
10.4.2. The Dangers of Neuroscience

10.5. Neurospirituality

10.5.1. The Neural Center of Faith
10.5.2. The Neural Center of Spirituality

10.6. Neurofashion

10.6.1. Fashion and the Brain
10.6.2. Style and Taste at the Cerebral Level

10.7. Neurogastronomy

10.7.1. Taste and the Brain
10.7.2. Improving Cerebral Gastronomy

10.8. Psychoneuroimmunoendocrinology

10.8.1. Emotions and the Brain
10.8.2. Oxidative Stress and the Brain

10.9. Neurocriminology

10.9.1. Psychopathic Personality
10.9.2. Neural Disorganized Behaviors

10.10. Neuroculture

10.10.1. Culture and the Brain
10.10.2. Society and the Brain

A unique, key and decisive program to boost your professional development"