Neurological teaching in times of crisis

Biesalski, Anne-Sophie; Kirchbauer, Isabelle von; Schmidt‐Graf, Friederike

doi:10.3205/zma001362

Cited by 7 publications

(8 citation statements)

References 4 publications

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“…However, for courses in which medical students acquire practical skills, creating alternative course formats is much more difficult [ 3 , 4 ]. Due to this difficulty, many clinical placements, especially bedside teaching courses, were suspended in medical schools [ 5 ], whereby many Neurological courses were affected too [ 6 ]. In addition to these organizational issues the present pandemic situation is associated with substantial emotional burden for students [ 7 ] and clinical teachers working as healthcare providers [ 8 – 10 ].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of non-bedside teaching during the COVID-19 pandemic: a quasi-experimental study

et al. 2022

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Background The COVID-19 pandemic poses a huge challenge for clinical teaching due to contact restrictions and social distancing. Medical teachers have to balance potential risks and benefits of bedside teaching, especially in course formats intended to foster practical clinical skills. In this context, we aimed to address the question, whether presence-based teaching formats without patient involvement are suitable to teach practical skills. Methods In this quasi-experimental study, presence-based teaching formats with and without patient contact were retrospectively compared regarding their effects on medical students’ theoretical knowledge and practical skills, i.e. the performance and clinical interpretation of the neurological exam. To this end, evaluations from 102 students and their lecturers participating in a neurological bedside teaching course at a German university hospital between October 2020 and April 2021 were obtained. Students were initially randomly assigned to course dates. However, 53 students assigned to courses in November and December 2020, were not able to go bedside due to contact restrictions. These students formed the interventional group and the remaining 49 students the control group. The primary outcome measures were students’ overall grading of the course (school grades, 1–6) as well as ratings of knowledge and skills provided by the students themselves and their lecturers on a numerical rating scale (0–10). Comparison between groups was performed using frequentist and Bayesian t-statistics. Results The teaching format without patient contact received a significantly poorer overall grade by the students (p = 0.018). However, improvements in the students’ self-ratings of knowledge and skills did not differ between the two formats (all p > 0.05, BF10max = 0.42). Moreover, especially practical skills were even rated significantly better in the group without patient contact by the lecturers (p < 0.001). Conclusions Teaching formats without patient contact are less well-received by the students. However, they are able to teach practical skills regarding the performance and clinical interpretation of examination techniques. Still, the evaluations obtained might not adequately capture the importance of bedside teaching in preparing future physicians for their practice. Perspectively, hybrid teaching approaches including flipped-classroom concepts hold considerable potential to enhance effectiveness of bedside teaching in the present pandemic situation and in the future.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of non-bedside teaching during the COVID-19 pandemic: a quasi-experimental study

et al. 2022

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“…In a global survey on the impact of the pandemic on neurological educational programs, the pandemic only impacted about 60% of respondent neurological departments across both high and low income countries [8]. However, the transition to virtual didactic sessions seemed to be more universal across most of Europe [9][10][11], Canada [12], and the USA [13][14][15], impacting both adult and pediatric [16] neurology. Most departments reported a greater proportion of invited lecturers from outside institutions, and the development/utilization of shared educational resources across institutions globally [17].…”

Section: Resultsmentioning

confidence: 99%

Headache Education Adaptation During the COVID-19 Pandemic: Impact on Undergraduate and Graduate Medical Education

Rayhill

Rosen

Robbins

2022

Curr Pain Headache Rep

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Purpose of Review Our goal was to describe the changes to headache and neurological education that occurred as a result of the COVID-19 pandemic, and the impact this had on medical learners. We also discuss subsequent implications for the future of education in the field of headache medicine. Recent Findings Both educators and learners faced many challenges during the pandemic. These include the following: cancellation of in-person educational meetings, limited in-person networking and wellness events, disengagement from virtual didactic curricula, limitations in procedure-based learning, redeployment to inpatient settings with a decrease in outpatient exposures, and blurred boundaries between home and work life due to more virtual collaboration and home computer use. The development of telehealth programs and trainee wellness initiatives, improved collaboration opportunities among geographically distant institutions, and greater access to conferences for learners are among the many improvements forged by these challenging times in medical education. Summary Given the high prevalence of headache disorders and the paucity of headache specialists, training new clinicians with competency in headache medicine is essential. There were many educational challenges and opportunities identified in the literature that resulted from the pressures of the pandemic. Educators need to develop assessments that capture any gaps in learning that may have occurred during this tumultuous time and be vigilant of remediation needs in our learners over the coming years. It is imperative to intentionally design curricula for the future by harnessing new pedagogical tools, innovations, and perspectives gleaned from our experience with the COVID-19 pandemic.

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“…This is also shown by the fact that findings from educational research find their way into clinical teaching slowly, although the research and implementation of modern teaching methods is of enormous importance for our subject [ 16 ]. With reference to the redesigning of medical curricular enforced by the COVID-19 pandemic, university hospitals in which a good teaching infrastructure and innovative, digital teaching methods already existed, had less difficulty adapting to the changes [ 17 ].…”

Section: Discussionmentioning

confidence: 99%

Residents as teachers in Neurology: a Germany-wide survey on the involvement of neurological residents in clinical teaching

Biesalski

Tönges

Kirchbauer

et al. 2022

Neurol. Res. Pract.

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Background Residents play an important role in the clinical training of medical students, spending up to 25% of their daily work teaching. In the US medical curriculum didactic courses for residents already exist and their role as a teacher is firmly anchored. In Germany, there are no fixed regulations or residents-as-teachers-programs. The aim of this study was to evaluate the activities of neurological residents in clinical teaching. Methods We conducted a prospective cross-sectional online survey among neurological residents in Germany. The evaluation was carried out descriptively and by means of text analysis. Results 138 residents from 39 German neurological university hospitals answered the survey. Nearly half of them needed the teaching activity as part of their career planning. The residents are mostly involved in practical courses. More than 80% stated, that they enjoy teaching. 64% stated that there were no preparatory courses for teaching at their hospital/university. 78.4% of the respondents received no or merely insufficient feedback for their own teaching and 62.5% had only little or even no knowledge about the university curriculum. Conclusions By teaching medical students, residents play an outstanding role in recruiting students for neurology and, simultaneously, teaching leads an improvement in the residents’ own learning. To encourage young neurologists as teachers and—at the same time as learners—Clinic directors and universities should promote residents-as-teachers programs in neurology and reward the residents’ teaching activities.

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Neurological teaching in times of crisis

Cited by 7 publications

References 4 publications

Effectiveness of non-bedside teaching during the COVID-19 pandemic: a quasi-experimental study

Effectiveness of non-bedside teaching during the COVID-19 pandemic: a quasi-experimental study

Headache Education Adaptation During the COVID-19 Pandemic: Impact on Undergraduate and Graduate Medical Education

Residents as teachers in Neurology: a Germany-wide survey on the involvement of neurological residents in clinical teaching

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