Considering the Role of Neurodidactics in Medical Education as Inspired by Learning Studies and Music Education
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COMMENTARY
Considering the Role of Neurodidactics in Medical Education as Inspired by Learning Studies and Music Education Carlos Trenado 1 & Nicole Pedroarena-Leal 2 & Diane Ruge 2 Accepted: 20 November 2020 # International Association of Medical Science Educators 2020
Introduction Students in medical school face challenges such as the huge amount of information they need to learn and emotionally challenging situations they are confronted with such as illness, suffering, and patient treatment dilemmas, which cause them feelings of uncertainty about possessing insufficient knowledge and skills [1]. During the last decades, an extensive body of research aimed at improving learning in medical settings, has been accumulated. In particular, numerous psychology and education reports have targeted strategies to improve retention of factual information, for instance, retrieval practice, linking ideas with concrete examples, concept maps, and use of audiovisual mnemonics [2, 3]. Other aspects addressed include the use of testing as an active element of learning which appears more effective than studying repeatedly, active methods of repetition such as free recall when trying to remember information learned, and retrieval of information at different time points for better retention of information [4]. Other authors stressed the importance of developing study techniques by taking into consideration the content intended to study and how it is learned. Particularly, these authors recommended studying in different locations; working in groups; defining simple outlines of a stick man to demonstrate various signs and symptoms of disease, a Carlos Trenado and Nicole Pedroarena-Leal contributed equally to this work. * Carlos Trenado [email protected] * Diane Ruge [email protected] 1
Institute of Clinical Neuroscience and Medical Psychology, Medical Faculty, Heinrich Heine University, Moorenstr. 5, 40225 Duesseldorf, Germany
2
UCL-Institute of Neurology, University College London (UCL), Queen Square, London WC1N 3BG, UK
technique referred to as “stick men”; mind maps (as a revision technique); and flash cards and post-it-notes [5]. In addition, different types of learning for medical students have been identified, namely “deep style” dealing with understanding concepts with a strong interest in ideas; “strategic style” involving students’ motivation to achieve the highest possible scores through good time management and study organization; and “surface apathetic style” putting emphasis on rote memorization and lack of understanding which is only intended to cope minimally with the course of study [6]. Moreover, several studies have been directed to determine factors that influence the choice of a particular learning style with the goal of improving the learning experience of medical students [7–10]. With respect to the learning environment, some reports have considered factors such as workload, sleep deprivation, clerical and administrative responsibilities, information management, available support, and the role of
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