Shelley Bhaskara P, Chacko Thomas V, Nair Balakrishnan R
Department of Neurology, Yenepoya (Deemed to be) University, Mangalore, Karnataka, India.
Dean Medical Education & Professor Community Medicine, Believers Church Medical College & Hospital, Thiruvalla, Kerala, India.
Ann Indian Acad Neurol. 2018 Jan-Mar;21(1):9-18. doi: 10.4103/aian.AIAN_371_17.
Neurology has a reputation, particularly as a complex "head-to-toe" discipline for undergraduate medical students. Neurophobia syndrome, a global phenomenon, fundamentally stems from pedagogical deficiencies during the undergraduate curriculum, the lack of vertical integration between basic neurosciences and clinical bedside neurology, the lack of clinical reasoning exercises, cognitive heuristics, and clinical problem-solving, errors in diagnostic competence, and hyposkilia. This ultimately results in poor clinical competence and proficiency in clinical neurology and causes attrition in nurturing a passion for learning the neurology discipline. This article explores plausible factors that contribute to the genesis of neurophobia and multifaceted strategies to nurture interest in neurosciences and provide possible solutions to demystify neurology education, especially the need for evidence-based educational interventions. Remodeling neurology education through effective pedagogical strategies and remedial measures, and using the Miller's pyramid, would provide a framework for assessing clinical competence in clinical bedside neurology. Technology-enhanced education and digital classrooms would undoubtedly stamp out neurophobia in medical students of the 21 century. It will not frighten off another generation of nonneurologist physicians to empower them to hone expertise in order to tackle the increasing burden of neurological disorders in India. Furthermore, promoting neurophilia would facilitate the next generation of medical students in pursuing career options in neurology which would be quintessential not only in closing India's looming neurologist workforce gap but also in fostering interest in research imperatives in the next generation of medical students.
神经病学素有盛名，尤其对于本科医学生而言，它是一门复杂的“从头到脚”的学科。神经恐惧症综合征是一种全球现象，其根本源于本科课程教学的不足、基础神经科学与临床床边神经病学之间缺乏纵向整合、缺乏临床推理练习、认知启发法和临床问题解决能力、诊断能力错误以及技能不足。这最终导致临床神经病学的临床能力和熟练程度较差，并导致在培养对神经病学学科的学习热情方面出现人员流失。本文探讨了导致神经恐惧症产生的可能因素以及培养对神经科学兴趣的多方面策略，并提供了使神经病学教育不再神秘的可能解决方案，特别是对循证教育干预措施的需求。通过有效的教学策略和补救措施重塑神经病学教育，并使用米勒金字塔，将为评估临床床边神经病学的临床能力提供一个框架。技术增强教育和数字教室无疑将消除21世纪医学生的神经恐惧症。它不会吓退另一代非神经科医生，使他们有能力磨练专业技能，以应对印度日益增加的神经系统疾病负担。此外，促进神经ophilia将有助于下一代医学生选择神经病学职业，这不仅对于弥合印度迫在眉睫的神经科医生劳动力缺口至关重要，而且对于培养下一代医学生对研究必要性的兴趣也至关重要。
