Medical student attitudes and educational interventions to prevent neurophobia: a longitudinal study

BMC Medical Education

Research Article

Lisa Shiels¹  Pratish Majmundar¹  John Sobotka¹  Tuula O. Jalonen¹  Christine S. M. Lau¹  Aleksander Zywot² 

[1] Department of Physiology and Neuroscience, St. George’s University School of Medicine, St. George’s, Grenada;Department of Physiology and Neuroscience, St. George’s University School of Medicine, St. George’s, Grenada;Department of Surgery, Morristown Medical Center, Morristown, NJ, USA;

关键词: Neuroscience;    Caribbean;    Team based learning;    Case based teaching;    Problem based learning;   

DOI  :  10.1186/s12909-017-1055-4

 received in 2016-12-16, accepted in 2017-11-02,  发布年份 2017

来源: Springer

【 摘 要 】

BackgroundWith an aging American population, the burden of neurologic disease is intensifying and the decline in neurology residents and practicing neurologists is leaving these patients helpless and unable to find care. ‘Neurophobia’, a chronic illness that begins early in medical school, has been identified as a cause for the low number of neurology residents.MethodsA longitudinal study surveyed medical students at the beginning of their first year (M1) and then again at the beginning of their second year (M2). Three neuroscience educational interventions were studied: team based learning (TBL), case based teaching (CBT), and problem based learning (PBL). Participants provided self-reported neurophobia levels, attitudes about neuroscience, and the effectiveness of educational interventions.ResultsA total of 446 students during M1 and 206 students during M2 participated in the survey. A significant change in self-reported neurophobia (p = 0.035) was observed from 19% in M1 to 26% in M2. Neuroscience knowledge and confidence managing a neurologic condition also significantly increased (p < 0.001 and p = 0.038 respectively). Perceived interest, difficulty, and desire to pursue a career in neuroscience did not a change significantly. Majority of students perceived CBT (76%), TBL (56%), and PBL (66%) beneficial. Only CBT demonstrated a statistical difference (p = 0.026) when stratified by self-reported change in neurophobia.ConclusionAn increase in neurophobia after completing a neuroscience was observed but the prevalence rate of 26% was lower than previous studies. Knowledge about neuroscience increased significantly and educational interventions were considered beneficial by students. Thus, interventions that increase knowledge and decrease neurophobia can lead to an increase in students pursuing neurology residencies.

【 授权许可】

CC BY   
© The Author(s). 2017