背景:神经恐惧症,对神经学的恐惧,影响全世界的医学生,可能是导致美国神经科医师短缺的因素之一。居民花费大量时间与医学生在一起;因此,我们试图更好地了解神经科住院医师在担任神经科医师期间对医学生的影响以及他们随后对神经科的兴趣。我们的目标是确定和实施战略,以减少神经恐惧症和增加学生追求神经学作为一种职业的数量。
方法:UTHealth的McGovern医学院的三年级医学生(n=234)通过其神经病学核心文员身份进行了两次关于其轮换经历的调查。在职员之前和之后匿名完成调查,以衡量他们对神经病学的兴趣和信心,以及他们在职员期间与神经病学居民互动的影响。并行,居民参加了一个以小组教学为重点的教学研讨会,以提高他们的教学效果。非参数比较和序数回归分析用于数据分析。
结果:医学生报告说,他们在管理神经系统疾病方面的信心和在担任书记后追求神经科住院医师的兴趣有统计学上的显着增加。医学生的整体轮换经验与住院医师的教学效果之间存在显着关联。整体文员经历与医学生对神经病学的兴趣和信心相关。居民教学研讨会后,居民的教学效果和学生的轮换经验有增加的趋势。此外,值得注意的是,在任职期间在门诊和住院地点轮换的学生报告说,他们对神经病学的兴趣增加了。
结论:我们的研究支持住院医师主导的教学工作对于提高医学生的神经教育和他们对神经病学的兴趣非常重要。我们的数据还支持,医学生在担任神经病学书记后对神经病学的兴趣增加。我们研究了未来实施“近同伴”教学活动的策略,以增强医学生的神经教育经验。这些策略可能会缓解神经恐惧症,并最终导致未来神经学家急需的增加。
BACKGROUND: Neurophobia, a well-described fear of neurology, affects medical students worldwide and may be one of the factors contributing to a shortage of neurologists in the United States. Residents spend a considerable amount of time with medical students; therefore, we sought to understand better the impact neurology residents have on medical students during their neurology clerkship and their subsequent interest in neurology. We aimed to identify and implement strategies to decrease neurophobia and increase the number of students pursuing neurology as a career.
METHODS: Third-year medical students (n = 234) of UTHealth\'s McGovern Medical School rotating through their neurology core clerkship completed two surveys regarding their rotation experiences. Surveys were completed anonymously before and after the clerkship to measure their interest and confidence in neurology and the impact of their interactions with the neurology residents during the clerkship. In parallel, residents participated in a teaching workshop focused on small group teaching to improve their teaching effectiveness. Non-parametrical comparison and ordinal regression analyses were utilized for data analyses.
RESULTS: Medical students reported a statistically significant increase in their confidence in managing neurological conditions and interest in pursuing a neurology residency after their clerkship. There was a significant association between the medical students\' overall rotation experience and the residents\' teaching effectiveness. The overall clerkship experience correlated with the medical students\' interest and confidence in neurology. There was a trend towards an increase in residents\' teaching effectiveness and students\' rotation experience after a resident teaching workshop. Additionally, of note, students who rotated on both and outpatient and inpatient sites during their clerkship reported an increased interest in neurology.
CONCLUSIONS: Our study supports that resident-led teaching efforts are important in improving medical students\' neurologic education and their interest in neurology. Our data also supports that the interest in neurology increased for medical students after their neurology clerkship. We examined future strategies to implement \"near-peer\" teaching activities to enhance the medical students\' neurologic educational experience. These strategies could potentially mitigate neurophobia and ultimately lead to a much-needed increase in future neurologists.