Neurologic and neuroscience education

Abstract

Neurologic disorders are among the most frequent causes of morbidity and mortality in the United States. Moreover, the current shortfall of neurologists is expected to worsen over the coming decade. As a consequence, many patients with neurologic disorders will be treated by physicians and primary care providers without formal neurologic training. Furthermore, a pervasive and well-described fear of neurology, termed neurophobia, has been identified in medical student cohorts, residents, and among general practitioners. In this article, members of the American Academy of Neurology A.B. Baker Section on Neurological Education review current guidelines regarding neurologic and neuroscience education, contextualize the genesis and the negative consequences of neurophobia, and provide strategies to mitigate it for purposes of mentoring future generations of health care providers.

NeuroQ: A neurophobia screening tool assesses how roleplay challenges neurophobia

“…We thank Philippine Flamand-Rouvière and Clémence Monnet for their help in preparing the video. ACCEPTED MANUSCRIPT 20…”

“…proposed alternate teaching models usually target medical students during the neurology clinical clerkship 11,12,15,[18][19][20][21][22][23][24] . Furthermore, many existing scales have not ACCEPTED MANUSCRIPT 4 been properly validated and some include questions not directly related to neurophobia 16 .…”

The Impact of COVID-19 on Neurology Education: A Medical Student Perspective

“…Moreover, these meetings would present a golden opportunity to implement the flipped classroom model in neurology, both for clinical topics as well as neuroscience research. The flipped classroom model, which moves knowledge gathering outside of the classroom and facilitated discussion into the classroom, gained traction around 2012 and has since become increasingly more popular in education (Sandrone et al, 2019b). Although in the past the flipped classroom has been shown to increase students' motivation and class attendance, students have cited the lack of time to complete prerequisite work as a significant barrier (Sandrone et al, 2019a).…”

Percepción del nivel de neurofobia en estudiantes de Medicina

“…Además, la falta de exposición adecuada a las neurociencias durante la formación de pregrado puede generar una sensación de desconexión entre los conocimientos teóricos y su aplicación clínica. Muchos estudiantes de Medicina se sienten frustrados al no poder relacionar de manera efectiva los conceptos aprendidos en el aula con la práctica clínica, lo cual contribuye a su aversión hacia estas disciplinas (Shelley et al, 2018;Sandrone et al, 2019).…”