An evaluation of optimal tutorial methodologies for neurology teaching at undergraduate level
- PDF / 413,852 Bytes
- 5 Pages / 595.276 x 790.866 pts Page_size
- 85 Downloads / 201 Views
ORIGINAL ARTICLE
An evaluation of optimal tutorial methodologies for neurology teaching at undergraduate level Optimal tutorial methods for neurology Zara Togher 1
&
Sarah Fullam 1 & Ian Callanan 2 & Hugh Kearney 1 & Niall Tubridy 1
Received: 1 September 2020 / Accepted: 15 October 2020 # Royal Academy of Medicine in Ireland 2020
Abstract Aim We aim to determine the efficacy of an intensive week of large group tutorials in the teaching of neurology to medical students. We also look to compare teaching methods within our centre. Methods Students were asked to complete a questionnaire before and after large group tutorials ranking their confidence in neurology. Students from two consecutive years were studied, each using a different tutorial method. An ‘intensive week’ approach was then compared to a ‘once a week’ approach. Results Responses from pre and post the tutorial week were compared. Students reported an improvement in all domains following either method of delivering tutorials. There was no statistically significant difference between the two approaches. Conclusion Large group tutorials are an effective way of delivering neurology teaching to undergraduate medical students. Keywords Medical education . Neurology
Introduction ‘Neurophobia’ is a term first coined in 1994 by Jocefowicz. It is defined as a “fear of the neural sciences and clinical neurology that is due to the students’ inability to apply their knowledge of basic sciences to clinical situations” [1] and was estimated that as many as one in two students may experience this phenomenon. This fear is felt to be acquired during the course of medical training [2]. A fear of neurology and dearth of knowledge relative to other medical specialties has been found to extend to both junior hospital doctors and general practitioners (GPs) [3]. A paucity of knowledge in neurology has remained constant over decades [4], suggesting that the status quo for teaching neurology does not pass muster. A basic neurological examination and ability to form a differential diagnosis is important in order to both prioritise inpatient consults and GP referrals to clinics.
In previous studies, ‘poor teaching’ of neurology has been cited by doctors in training as the cause of their difficulty with neurology as a specialty [5]. In this regard, a previous study in our centre found that limited exposure to neurology patients also played a role [6]. However, in order to explore ways to improve standards, students reported that they learnt most at bedside tutorials. With this in mind, we arranged additional tutorials catering for the class as whole in order to maximise exposure to neurology [6]. An audit of this approach demonstrated an increase in students’ confidence in neurology [7]. Whilst the previous tutorials took place over a series of several weeks, we also run an annual intensive teaching week in neurology in our centre, although the effectiveness of this approach has yet to be scrutinised. Therefore, the aim of the current study was to determine the effectiveness
Data Loading...
