The Certificate of Advanced Studies in Brain Health of the University of Bern

Abstract

Background: Brain health is a growing public health priority due to the high global burden of neurological and mental disorders. Promoting brain health across the lifespan supports individual and societal well-being, creativity, and productivity. Objective: To address the need for specialized education in this field, the University of Bern developed a Certificate of Advanced Studies (CAS) in Brain Health. This article outlines the program’s rationale, structure, and goals. Program Description: The one-year, 15 ECTS-credit program is primarily online and consists of four modules: (1) Introduction to Brain Health, (2) Brain Disorders, (3) Risk Factors, Protective Factors and Interventions, and (4) Brain Health Implementation. It offers a multidisciplinary, interprofessional, life-course approach, integrating theory with practice through case studies and interactive sessions. Designed for healthcare and allied professionals, the CAS equips participants with skills to promote brain health in clinical, research, and public health contexts. Given the shortage of trained professionals in Europe and globally, the program seeks to build a new generation of brain health advocates. It aims to inspire action and initiatives that support the prevention, early detection, and management of brain disorders. Conclusions: The CAS in Brain Health is an innovative educational response to a pressing global need. By fostering interdisciplinary expertise and practical skills, it enhances professional development and supports improved brain health outcomes at individual and population levels.

1. Introduction

Neurological and psychiatric disorders together account for a major portion of the global burden of disease. It is estimated that one in three individuals will develop a neurological disorder during their lifetime, making neurological conditions the leading cause of disability and the second-leading cause of death worldwide [1]. Likewise, psychiatric/mental health disorders are highly prevalent—approximately 1 in 8 people globally (970 million individuals) were living with a mental disorder in 2019 [2]. These conditions not only cause suffering and disability but also impose enormous social and economic costs through lost productivity and healthcare expenditures. As populations age and grow, the absolute numbers of people affected by neurological disorders have risen over the past few decades [3], and the COVID-19 pandemic further exacerbated brain health challenges [2]. In this context, there is a growing emphasis on protecting and optimizing “brain health” across the life course as a strategy to reduce the burden of these disorders.

The World Health Organization (WHO) defines brain health as “the state of brain functioning across cognitive, sensory, social-emotional, behavioural and motor domains, allowing a person to realize their full potential over their life course, irrespective of the presence or absence of disorders” [1].

Brain health is increasingly recognized as essential for overall health, well-being, creativity, and productivity in society. Importantly, improving brain health is not only about treating neurological diseases, but also about maintaining cognitive and mental well-being and preventing disorders before they occur. Optimizing brain health by addressing its determinants from physical health and lifestyle factors to social and environmental influences can lead to lower rates of many chronic neurological and psychiatric conditions, improved quality of life, and positive societal and economic impacts [1].

This broad, proactive approach has been endorsed by global, continental/regional, and national health bodies. The WHO released plans on mental health (2013), on dementia (2017), on epilepsy and other neurological disorders (IGAP 2022–2031), and a position paper on brain health, emphasizing a life-course, multisectoral strategy for brain health promotion [1,4,5,6].

At continental level, the European Commission created the Coordination and Support Action (CSA) for BrainHealth [7], which is supported by the European Brain Council (EBC). The CAS has the mission to set the ground for a future European Partnership for Brain Health (EP BrainHealth) set to bring together key organizations and initiatives in the brain space according to its roadmap, the Strategic Research and Innovation Agenda (SRIA), which was published in 2024 [8].

European professional societies also started initiatives to promote brain health. The European Academy of Neurology (EAN) launched, for example, in 2022, the Brain Health Strategy—“one brain, one life, one approach”—aiming for a holistic, preventive approach to brain health to decrease the burden of neurological disorders and improve quality of life across the lifespan [1].

At national level, different brain plans were launched, in Norway (2018), Germany (2022), Switzerland (2022), and more recently, also in other countries such as Finland, Sweden, Italy, Poland, and Africa.

Despite these high-level initiatives, a gap remains in translating brain health concepts into practice, particularly through the education of healthcare professionals. For example, the concept of “brain health diplomacy” has emerged to integrate neuroscience with international policy efforts [9]. Moreover, no widely accepted framework yet exists that bridges these disciplines under the concept of “brain health,” making unified training challenging. Traditional medical training often focuses on specific diseases (neurology, psychiatry, etc.) with less emphasis on integrative prevention and health promotion strategies. There is a need for structured educational programs that equip professionals with a holistic understanding of brain health—spanning neurology, mental health, and preventive medicine—and the skills to implement brain-protective interventions in clinical and community settings. To address this need, the University of Bern (Switzerland), in cooperation with the Swiss Federation of Clinical Neuro-Societies [10] and the EAN, developed a postgraduate Certificate of Advanced Studies (CAS) in Brain Health education program. This CAS is designed to provide learners with cutting-edge knowledge on brain health and practical tools to promote brain wellness and prevent brain disorders. In the following sections, we describe the CAS in Brain Health in detail, including its objectives, curriculum structure, delivery methods, target audience, and the anticipated impact on brain health education and professional practice. The CAS in Brain Health is a one-year postgraduate program intended to advance participants’ expertise in maintaining and promoting brain health.

2. The Brain Health CAS of the University of Bern

The program objectives are aligned with the competencies needed to effect positive change in brain health at individual and population levels. These competencies were defined based on the program’s overarching goals rather than a formal framework, focusing on equipping students to understand key brain health issues, provide evidence-based recommendations to individuals, and influence policy as well as systems-level changes in brain health. Upon completion of the CAS, graduates will be able to

• Understand the brain’s structure and function—including basic neuroanatomy and neurophysiology—and foundational concepts of what constitutes brain health.
• Identify key determinants of brain health, including lifestyle, behavioral, and environmental factors, and analyze how these influence brain function and disease risk.
• Understand common brain disorders and their burden—covering prevalent neurological and psychiatric conditions, their risk factors, and how they relate to other health conditions.
• Implement evidence-based interventions to promote brain health, such as physical activity, nutrition, cognitive training, sleep optimization, and mindfulness techniques.
• Apply practical skills to design and execute a brain health intervention or initiative, translating knowledge into practice in a real-world setting.

These objectives illustrate the program’s dual focus on knowledge (e.g., understanding brain biology and diseases) and skills (e.g., ability to plan interventions). The rationale behind this curriculum is to create professionals who are not only well-versed in neuroscience and public health aspects of brain health, but also capable of implementing preventive strategies and educational programs in their communities or workplaces. By covering both neurological and psychiatric disorders and positive health measures, the CAS addresses the full spectrum of brain health—from illness to wellness. This comprehensive approach is grounded in the idea that preventing or delaying the onset of brain disorders and preserving cognitive function can significantly reduce the overall burden of disease. Furthermore, it embraces a life-course perspective, echoing the concept that brain health needs to be nurtured at every stage of life, from early development to older age. In summary, the program reflects an innovative educational philosophy: to shift the focus from reactive care of brain diseases to proactive maintenance of brain health.

2.1. Curriculum Structure and Content

The CAS Brain Health curriculum is structured into four modules that collectively encompass the breadth of the brain health field. Each module is worth roughly 3–4 ECTS, for a total of 15 ECTS credits (equivalent to ~375–450 h of student workload) over the entire program.

Table 1. Overview of the CAS Brain Health curriculum.

Module	Title	Scope and Key Topics
Module 1	Introduction to Brain Health	Overview of brain structure and functions; definition of brain health and its determinants; basic neuroanatomy and physiology. Introduces concepts of brain development and factors that contribute to brain wellness across the lifespan.
Module 2	Brain Disorders	Survey of common neurological and psychiatric disorders (e.g., dementia, stroke, epilepsy, sleep disorders, headache, anxiety, depression, etc.). Covers symptoms, diagnostic principles, treatments, and the epidemiological burden of these conditions.
Module 3	Risk Factors, Protective Factors and Interventions	Risk factors, protective factors, and evidence-based interventions to promote brain health and prevent disease. Topics include physical exercise, nutrition, sleep, cognitive training, mindfulness, and other lifestyle modifications. Students learn how to implement and tailor these interventions in practice.
Module 4	Brain Health Implementation	Translation of brain health strategies to the public health and policy level. Discusses how individual-level interventions can be scaled to communities and populations. Includes review of international and national brain health initiatives (e.g., WHI global action plan, EAN Brain Health plan) and future directions for brain health promotion.

provides an overview of the modules and their main topics.

The four curriculum modules were defined following a logical progression from foundational knowledge to real-world application. Module 1 covers the basics of brain health, establishing core concepts and definitions. Module 2 addresses common brain disorders and their risk factors, building on the foundation from Module 1. Module 3 focuses on evidence-based interventions to promote brain health or prevent disease. Finally, Module 4 deals with implementing these interventions in practice—including considerations of scaling up and financing—to translate knowledge into policy and community health action. This sequence ensures that learners first gain essential knowledge, then understand the key challenges, learn potential solutions, and finally explore how to apply and sustain those solutions in practice.

In Module 1 (Introduction to Brain Health), students gain a foundational understanding of what brain health means and why it matters. They review basic brain anatomy and function and explore key determinants of brain health— for example, the roles of genetics, lifestyle, and environment in brain development and aging. It also emphasizes concepts like the One Health approach to brain health, underscoring that human neurological and mental well-being are deeply interdependent with environmental conditions and even animal health within a shared ecosystem [11,12].

This sets the stage for Module 2 (Brain Disorders), which provides clinical context by surveying major brain disorders. In this module, participants learn about a wide range of neurological diseases (such as stroke, dementia, epilepsy) and psychiatric/mental health conditions (such as depression and anxiety), focusing on their causes and impact on patients and society. The inclusion of both neurological and psychiatric conditions reflects the program’s broad definition of brain health, recognizing that mental health is an integral part of brain health. It also aligns with frameworks such as the Research Domain Criteria (RDoC), which bridge psychiatric and neurological perspectives by focusing on neurobiological dimensions of mental disorders.

Module 3 (Risk Factors, Protective Factors and Interventions) shifts the focus to preventive and health-promoting strategies. Students examine the scientific evidence behind various risk factors, protective factors, and interventions that can support brain health or mitigate risk. Topics range from lifestyle interventions—like regular physical activity, healthy diet, and adequate sleep—to cognitive stimulation (education, cognitive training) and stress reduction techniques (mindfulness, resilience training). For each intervention, participants discuss practical considerations and learn how to counsel individuals or design programs to encourage these healthy behaviors.

Finally, Module 4 (Brain Health Implementation) addresses how to bring brain health promotion into broader practice. This capstone module covers implementation science and policy aspects, exploring how proven strategies can be applied in healthcare systems and communities. Students learn about existing brain health initiatives, including the WHO’s global action plan and various national brain health plans, and discuss ways to advocate for brain health in policy and public health areas. In addition, students learn that “brain capital”—the integrated stock of brain health and cognitive skills in a population—is a critical intangible asset for future economic prosperity [13]. This global perspective reflects the emerging “brain economy” paradigm, which places brain health and innovation at the center of sustainable development [14]. Forums such as the World Economic Forum’s Brain Economy Action Forum underscore that investing in brain health is not only a public health imperative but also an economic strategy. Moreover, given fiscal constraints, the module encourages students to consider how brain health initiatives can be scaled and sustained through innovative financing and partnerships. While the CAS does not yet include formal training in finance or entrepreneurship, it introduces concepts of health economics and impact investment—for example, highlighting calls by the European Investment Bank to boost brain health funding as a means to improve economic resilience [15].

This module aims to empower graduates to become leaders or change agents who can influence brain health beyond their individual practice.

Throughout the curriculum, there is an emphasis on the interdisciplinary nature of brain health. By covering content that spans neurology, psychiatry, psychology, public health, and even socio-environmental factors, the program underscores that protecting brain health requires a holistic approach. The curriculum was developed and is taught by an interdisciplinary faculty, ensuring that participants gain perspectives from various fields (neurologists, psychiatrists, neuropsychologists, neurosurgeons, epidemiologists, etc.). This transdisciplinary approach underscores that protecting brain health requires contributions from all these fields. It also elevates neuropsychology’s role in connecting brain function to behavior, and acknowledges that even specialties like neurosurgery have a part to play in brain health advocacy beyond acute care. Such cross-sectorial knowledge exchange is intentional, as it prepares participants to work in multidisciplinary teams to promote brain health.

2.2. Program Format and Teaching Methods

The CAS in Brain Health is designed as a part-time, 12-month program (one academic year in duration), enabling working professionals to participate. The inaugural cycle of the program started in 2024 with 37 students from 16 countries (Figure 1).

Going forward, the course is planned to be offered on an annual cycle. The delivery format is online, leveraging a state-of-the-art all-in-one learning platform for convenient access to course materials and activities. This online format allows international participation and flexibility, critical for a program that targets a broad range of professionals. All lectures, discussions, and assessments are conducted in English, which is the medium of instruction. As described in the course principles, the program consciously allocates space for reflection and dialogue, incorporating the professional experiences of participants into the learning process. Such methods help to reinforce the transfer of learning into practice and cater to adult learning preferences.

Additionally, the CAS includes assignments with a focus on practical implementation of brain health interventions in dependence of the local circumstances. Through these practical assessments, participants demonstrate their ability to integrate the coursework into a tangible plan or proposal, for instance, developing a community brain health workshop, a preventive initiative in their clinic, or an educational campaign. So far, the students have already created a far-reaching social media campaign called “Brain Health Challenge 2025”. Participants don a helmet (symbolizing brain protection), post a creative photo or 10–60 s video incorporating brain-boosting habits, tag friends, and use #BrainHealthChallenge2025 to raise awareness and encourage daily brain-healthy activities leading up to World Brain Day on 22 July 2025. Mentorship and feedback from the faculty support students in these projects. The online learning platform facilitates all these activities, hosting multimedia materials, quizzes for self-assessment, and communication tools for group collaboration. Overall, the teaching methodology is hybrid in nature—not in the sense of physical vs. online (since it is mostly online)—but in blending synchronous and asynchronous learning. Busy professionals can review recorded lectures and reading materials on their own schedule (asynchronous), while also joining scheduled live Q&A sessions or webinars (synchronous) for real-time interaction. This flexibility is a key strength of the program’s format, allowing it to accommodate participants from different time zones and with varying work commitments.

2.3. Target Audience and Admission Criteria

The CAS in Brain Health is targeted at a broad range of professionals in healthcare and related fields who have an interest in brain health. The program’s inclusive admissions reflect the multidisciplinary nature of the field. Eligible applicants include those with a background in medicine (with or without a specialization, e.g., general practitioners, neurologists, neurosurgeons, psychiatrists), psychology or neuropsychology, nursing, physical or occupational therapy, speech therapy, sports science, public health, and other healthcare providers. Essentially, it is open to any university graduate in a health-related discipline with professional experience and a passion for improving brain health. By bringing together clinicians and practitioners from different domains, the program creates a rich learning environment where, for example, a physician can learn from a neuropsychologist’s perspective (e.g., on cognitive assessment and rehabilitation) and vice versa. Neurosurgeons, in particular, have been noted as potential “brain health diplomats” who can leverage their clinical expertise in global health advocacy—highlighting that even surgical specialists benefit from the CAS’s preventive and public health-oriented training [9].

The interdisciplinary enrollment is intentional, as brain health is best addressed by a team that spans multiple expertise areas. For admission, candidates are generally required to hold at least a bachelor’s or master’s degree (or an equivalent professional degree) in a relevant field and have some professional experience. Participants might include, for instance, a neurologist looking to incorporate preventive strategies into clinical practice, a psychologist interested in the neurological underpinnings of mental health, a nurse or allied health professional aiming to implement brain health programs in community settings, or a public health specialist focusing on policy for aging populations.

Importantly, the program is designed to be accessible to an international audience. With its online format and English-language instruction, the CAS has attracted applicants from various countries. In addition, scholarships are offered, particularly through support from the European Academy of Neurology, to enable participation from low- and middle-income countries. For example, a number of partial scholarships (reductions in the tuition fee) are available to qualified candidates based on country income level, as part of the EAN’s mission to foster education globally. This helps ensure a diverse cohort and aligns with the ethos that brain health promotion is a global priority, not limited by geography or resources.

2.4. Career Opportunities for Graduates

One of the motivations for professionals to undertake the CAS in Brain Health is the expanding landscape of career opportunities in this field. Given the rising focus on brain health, there is growing demand for expertise that bridges clinical neurology, mental health, and preventive care. Graduates of the CAS program will be well-positioned for roles across various sectors. Many will continue in their current professions but with enhanced skills, for instance, a physician could incorporate brain health counseling into routine patient care, or a therapist could design better cognitive enrichment activities for clients. Beyond this, the CAS opens doors to more specialized roles, such as the following:

• Healthcare organizations: Graduates may take on positions as brain health specialists or coordinators within hospitals, clinics, or rehabilitation centers, leading programs on stroke prevention, dementia risk reduction, healthy aging, etc. They might serve as health educators or advisors, integrating brain health principles into primary care or specialty services.
• Community and Non-profit organizations: With their knowledge, alumni can work in community health programs or NGOs focused on public education and wellness. For example, they could run brain health workshops for the public, develop community-based interventions (like memory training classes for seniors), or coordinate outreach in collaboration with Alzheimer’s associations, Parkinson’s foundations, or mental health charities.
• Research and Academia: The CAS can also benefit those interested in research. Graduates will have an up-to-date understanding of brain health science, enabling them to contribute to clinical research trials or public health studies on brain health interventions. They may work as research coordinators or associates in academic institutes studying the prevention of neurological diseases. Some may choose to pursue further academic qualifications (e.g., a master’s or PhD) in neuroscience, public health, or psychology, building on the foundation laid by the CAS.
• Policy and Advocacy: Equipped with knowledge of global brain health strategies, graduates can engage with government agencies or health ministries as advisors on brain health policy. They might also join international bodies or advocacy groups (like the EAN, European Brain Council, or WHO collaborative projects) to promote brain health agendas.
• Industry and Wellness Sector: An emerging area is brain health in the tech and wellness industry—for example, companies developing digital brain-training tools, cognitive assessment apps, or wellness programs may seek experts to guide evidence-based product development and evaluation
• Entrepreneurship and Innovation: The interdisciplinary skillset gained from the CAS also positions graduates to become innovators or entrepreneurs in the brain health domain. Some may leverage their expertise to develop technology-driven solutions (for instance, cognitive training apps, telehealth platforms, or wearable devices for brain wellness) and launch startups or social enterprises. While the current CAS curriculum does not include a dedicated entrepreneurship module, it fosters innovative thinking through practical projects and case studies. Recognizing the importance of scalable, technology-based interventions in brain health, the program is exploring opportunities to integrate entrepreneurship training or mentorship in future iterations, so that participants can more effectively translate their ideas into impactful brain health services [16].

In summary, CAS graduates can fulfill roles such as health educators, community health workers, program coordinators, consultants, or researchers across the domains above. The program explicitly encourages a vision of graduates as brain health ambassadors who will carry their expertise into diverse professional contexts. Some alumni may remain in patient-facing clinical roles but with an enriched perspective on prevention, while others may transition to roles focused on public health and education. The breadth of potential career pathways reflects the interdisciplinary training; by understanding both neurological disease management and prevention, graduates can act as liaisons between medical practice and public health. They can also serve as key resources in multidisciplinary teams—for instance, in memory clinics or stroke units—ensuring that brain health optimization (like lifestyle modifications) is integrated alongside medical treatments. It should be noted that graduates will implement these brain health skills within the scope of their primary professions and local regulations; the CAS does not confer new clinical authority, but rather enhances their capacity to act as brain health champions in their existing roles.

The strength of the CAS in Brain Health program is bolstered by the distinguished faculty and institutional partnerships behind it. The program is hosted by the University of Bern, Faculty of Medicine, and specifically coordinated through the Department of Neurology at Bern’s Inselspital (University Hospital). It is delivered in cooperation with the Swiss Federation of Clinical Neuro-Societies (SFCNS), the Swiss Brain Health Foundation (SBHF), the European Academy of Neurology (EAN), and the European Psychiatric Academy (EPA), which have lent both support and expertise to the curriculum. These collaborations ensure that the content remains at the forefront of scientific and clinical knowledge, and aligned with European brain health initiatives.

The teaching faculty comprises an international roster of experts in brain health. Notably, the program’s faculty includes leaders from major neurological and psychiatric organizations. This means students have the opportunity to learn directly from individuals who are driving forces in neurology, mental health, and brain research globally. Such faculty members bring cutting-edge insights from their fields—whether it is the latest research on dementia prevention, new therapies for mental illness, or innovations in health policy—straight into the (virtual) classroom. The presence of a high-caliber international faculty also provides networking benefits; participants can establish connections with thought leaders and institutions across Europe and worldwide. Additionally, the local faculty at the University of Bern includes professors and clinicians from multiple departments (neurology, psychiatry, public health, etc.), ensuring that Switzerland’s own strong tradition in neuroscience and healthcare is well-represented in the teaching.

The involvement of the EAN as a partner is particularly noteworthy. The EAN not only contributes the faculty but also supports students through scholarships and resources. As mentioned, the EAN offers a number of partial scholarships to help reduce financial barriers for participants. Furthermore, during the one-year program, students are given free access to the EAN’s e-learning platform (eanCampus) and are eligible, upon graduation, to apply for the EAN Advocacy Programme. These benefits integrate the CAS students into the broader European neurological community, providing them with additional learning materials and opportunities for advocacy training. The SFCNS, as a Swiss national umbrella organization for neuro-societies, also endorses the program, reflecting a national commitment to the brain health agenda in Switzerland.

Overall, the faculty and partnerships ensure that the CAS in Brain Health remains at the cutting edge of translational neuroscience. The mix of academia, clinical leadership, and professional society involvement means the curriculum is both scientifically rigorous and attuned to real-world application. It also signals to employers and stakeholders that this program meets high standards of quality. The support of these institutions aligns the CAS with contemporary strategies—for example, the content aligns with the EAN Brain Health Strategy and WHO recommendations—lending the program additional credibility. In essence, the CAS is not an isolated course but part of a larger movement, connecting education with ongoing research, clinical practice improvements, and policy efforts in brain health.

3. Discussion and Outlook

Developing and implementing the CAS in Brain Health has highlighted several challenges and considerations that warrant critical reflection. Firstly, brain health is an inherently interdisciplinary concept, bringing together neurology, psychiatry, public health, psychology, and more. These fields have differing perspectives and professional cultures, which creates challenges in designing a cohesive curriculum. We addressed this by ensuring foundational content for all participants (to cover varying baseline knowledge) and by promoting dialogue between disciplines during interactive sessions. Nonetheless, navigating the epistemological differences and ensuring relevance across professions remains an ongoing process. Secondly, it is important to contextualize this program within existing brain health initiatives. Comparable educational programs are still rare; however, some related efforts exist. For example, the Atlantic Fellows for Equity in Brain Health fellowship focuses on dementia prevention and brain health leadership on a global scale. Our CAS differs in being a structured academic certificate program that covers a broad range of brain health topics beyond dementia and is open to mid-career professionals from various backgrounds. By situating our course in the landscape of global brain health efforts—including calls for “brain health diplomacy” to foster international collaboration—we underscore that this CAS is part of a wider movement to build brain health capacity, rather than an isolated endeavor. Thirdly, we acknowledge that as a new program, evidence of its impact is not yet available. The inaugural cohort (2024) is still underway, so we have not collected formal outcome data such as student feedback or post-program career impacts. We have tempered promotional claims and instead emphasize our intentions to evaluate the program rigorously. We plan to gather feedback through surveys and interviews, and to track graduates’ projects and career trajectories in the coming years (similar to how other brain health training initiatives monitor their alumni). This will allow us to assess the CAS’s real-world impact over time. We also recognize external constraints: what graduates can do with their training will depend on their original professions and local licensing regulations. The CAS provides additional knowledge and a network, but it does not override professional scopes of practice. Therefore, we envisage graduates primarily as brain health ambassadors and innovators within their existing fields—whether that means a neurologist integrating new prevention strategies in a clinic or a psychologist shaping public health policy—rather than as independent practitioners of interventions outside their qualifications. By incorporating these considerations, we present a more balanced view of the CAS in Brain Health. This discussion of challenges, context, and limitations complements the description of the program’s strengths. We believe this added critical perspective enhances the manuscript’s value as an academic contribution and provides a realistic outlook on what the program can and cannot achieve at its current stage.

4. Conclusions

The introduction of the Certificate of Advanced Studies in Brain Health is a timely and important advancement in medical and public health education. This program directly responds to the urgent need for a new generation of healthcare professionals who are equipped to tackle the growing burden of neurological and mental health disorders in a proactive, prevention-oriented manner. By providing a comprehensive curriculum that bridges neuroscience, preventive medicine, and public health, the CAS in Brain Health fills a critical gap in training. Graduates of this program will not only possess up-to-date knowledge about brain diseases and their risk factors, but also a toolkit of practical interventions and strategies to enhance brain health in various settings.

The expected impact of the CAS program is multifold. At the individual level, healthcare providers who complete this training will be able to integrate brain health principles into their daily practice—whether it is a neurologist advising a patient on lifestyle changes to reduce stroke risk, a family physician implementing cognitive screening and counseling for middle-aged patients, or a psychologist teaching stress reduction techniques to improve mental well-being. At an organizational level, these professionals can lead the development of brain health programs, influencing how clinics, hospitals, and community organizations address prevention and patient education. Moreover, as these practitioners network and share their expertise, they form a community of practice that raises the profile of brain health within their respective fields.

On a broader scale, the CAS in Brain Health contributes to the larger global initiative of prioritizing brain health across the lifespan. It operationalizes the visions put forth by the WHO and EAN into an educational format that produces skilled manpower devoted to this cause. In doing so, it helps build capacity for brain health promotion at regional and global levels. Over time, the growing network of brain health-trained professionals may help raise public awareness of brain health, foster earlier adoption of preventive measures, and potentially lead to improved outcomes such as delayed onset of neurodegenerative diseases. We acknowledge that such impacts remain to be confirmed; ongoing evaluation of the program’s outcomes will be essential.

Academically, the CAS serves as a model for how interdisciplinary, translational concepts like “brain health” can be taught effectively. The curriculum’s design—combining online flexibility with interactive learning, and focusing on real-world applicability—can inform other institutions looking to create similar programs. By demonstrating success, this CAS could inspire the development of brain health educational initiatives in other regions, expanding the reach of this essential training.

In conclusion, the CAS in Brain Health is more than just a course; it is part of an emerging paradigm shift in neurology and mental health education. It signifies a move towards breaking silos between specialties and adopting a unified approach to the brain across the spectrum from health to disease. The program’s graduates, supported by an international faculty and global collaborations, will be at the forefront of this shift. They will be champions of brain health, leading efforts to transform clinical practice, influence health policy, and empower communities with knowledge to maintain brain vitality. Such outcomes align perfectly with the mission of Clinical and Translational Neuroscience—translating cutting-edge knowledge into interventions that improve patient and population outcomes. The CAS in Brain Health stands as an essential training initiative that will advance professional development and ultimately contribute to better brain health for individuals and society at large. Finally, the program will actively monitor its long-term impact by following up with alumni. Drawing on examples like the Global Brain Health Institute—which collects data on alumni to gauge their impact and foster ongoing collaboration [17]—the CAS will maintain an alumni network and conduct periodic surveys to see how graduates apply their training. By tracking metrics such as new brain health initiatives launched, research projects led, or policy changes influenced by its alumni, the program can assess its effectiveness over time and refine the curriculum as needed. This feedback loop will help ensure that the CAS not only imparts knowledge but also catalyzes tangible improvements in brain health practice and policy in the years to come.