A Brazilian original pedagogical approach to the teaching of neurology

Abstract

The two-arm Clinical Decisions/Diagnostic Workshop (CD/DW) approach to undergraduate medical education has been successfully used in Brazil. Objective: Present the CD/DW approach to the teaching of stroke, with the results of its pre-experimental application and of a comparative study with the traditional lecture-case discussion approach. Method: Application of two questionnaires (opinion and Knowledge-Attitudes-Perceptions-KAP) to investigate the non-inferiority of the CD/DW approach. Results: The method was well accepted by teachers and students alike, the main drawback being the necessarily long time for its completion by the students, a feature that may better cater for different educational needs. The comparative test showed the CD/DW approach to lead to slightly higher cognitive acquisition as opposed to the traditional method, clearly showing its non-inferiority status. Conclusion: The CD/DW approach seems to be another option for teaching neurology in undergraduate medical education, with the bonus of respecting each learner`s time.Keywords: neurology, stroke, medical education, teaching materials.RESUMO O método Decisões Clínicas/Oficinas Diagnósticas (DC/OD) é usado com sucesso na graduação médica no Brasil. Objetivo: Apresentar o método DC/OD usando o exemplo do Acidente Vascular Encefálico, assim como os resultados de sua aplicação pré-experimental e de um estudo comparativo com o método tradicional (aula mais discussão de casos). Método: Aplicação de questionários de opiniões e de questionários de conhecimentos, atitudes e percepções para investigar a não inferioridade do método DC/OD. Resultados: DC/OD foi bem aceito por professores e estudantes. A principal crítica foi o tempo necessariamente longo para os estudantes completá-lo, característica que pode atender às diferentes necessidades educacionais. O estudo comparativo demonstrou que o método DC/OD levou a uma aquisição cognitiva maior que o tradicional, demonstrando sua não inferioridade. Conclusão: O método DC/OD parece ser uma alternativa para o ensino da neurologia na graduação médica, com a vantagem de respeitar o diferente tempo de aprendizado dos estudantes.Palavras-chave: neurologia, acidente vascular cerebral, educação médica, materiais de ensino.The last decades have witnessed a deluge of scientific evidence in all areas of neurology 1 . Yet, such evidence is still little applied to those who need it most, patients 2 , as the diagnostic acumen of primary care practitioners, chiefly in neurology, has lagged behind 3,4,5 . These professionals who lack the basic skills of data collection and interpretation, differential diagnosis and diagnostic work-up place a heavy burden on already over-stretched health systems 6,7 . Additionally, clinical inertia, which fails to implement evidence-based diagnostic tools 8 , makes practice predominantly replicative 9 . Thus, the formation of professionals who can successfully translate people's complaints into meaningful diagnoses is deficient, to say the least, calling for innovative approache...

Metodologias ativas na educação superior brasileira em saúde

“…A escassa quantidade de estudos controlados que contemplavam uma análise estatística refinada, foram mais críticos em relação à efetividade e preferência das metodologias ativas em sobreposição aos métodos tradicionais (ABREU, 2018;CARDOSO et al, 2016;CARVALHO, 2017;CZEPULA et al, 2017;JESUS, 2018;MAGALHÃES et al, 2014;SOUSA et al, 2016 ), diferentemente dos estudos qualitativos exploratórios e relatos de experiência que enfocaram os aspectos positivos em detrimento dos negativos BARDINI, et al, 2016;CARVALHO et al, 2016b;CESÁRIO, 2014;COTTA, 2014;FABBRO et al, (2018);FUJITA, et al, 2016;GUEDES-GRANZOTTI, et al, 2015;LIMBERGER, 2013;MENDONÇA, FREITAS e OLIVEIRA, 2017;REUL, et al, 2016;TUROLE, 2016).…”

Web-Based Undergraduate Medical Education in a Virtual Learning Environment Using an Original Pedagogical Approach: an Observational Longitudinal Study

“…We recently proposed an original pedagogical method for teaching of neurology in classroom medical education 20 We adapted our proposal for VLEs, taking into account the growth of WBME in VLEs and its advantages, pedagogical features of VLE learning and the lack of well-structured and effective-proven proposals for WBME under VLEs to improve undergraduates' diagnostic skills. The method was named Medical Chronic/Diagnostic Workshop (MC/DW), and is based on Charles Maguerez's Arch and on constructivist theories 21 .…”

“…We respect copyright law and restrict VLE access. All these characteristics make DW an original tool with many differential characteristics for use in VLEs 20 .…”

The healthy concern to improve neurological teachings

“…Only time will tell whether the methods presented here by Magalhães et al 9 can be a tool that will allow that the very common "neurophobia syndrome" to become a "neurophilia syndrome" 12 .…”

“…The problem-based learning curriculum (PBLC) for example, adopted at McMaster University, Canada, in 1969 7 , although costly has grown in popularity and spread to many parts of the world, reaching as far as Hong Kong 8 . In this issue of Arquivos de Neuropsiquiatria, Magalhães et al 9 , concerned about the neurological teaching in Brazil, publish the article "A Brazilian original pedagogical approach to the teaching of neurology," in which they discuss survey results from students and teachers to compare his method of teaching neurology, Clinical Decision/Diagnostic Workshop (CD/DW), to traditional undergraduate teaching methods (lectures, seminars and traditional case-discussions). The authors highlight the needlessness to change curriculums, the low cost of the method implementation, and, primarily, the respect for the individual students' learning needs and tempo, besides prioritization of the teaching of diagnostic abilities from minor symptoms.…”