Faculty of Medicine of Sorbonne University, University Pierre-et-Marie-Curie (UPMC), 91, boulevard de l'Hôpital, 75013 Paris, France; Department of Neurology, Hôpital Pitié-Salpêtrière, AP-HP, 47, boulevard de l'Hôpital, 75013 Paris, France.
Faculty of Medicine of Sorbonne University, University Pierre-et-Marie-Curie (UPMC), 91, boulevard de l'Hôpital, 75013 Paris, France; Neurophysiology Unit, hôpital Saint-Antoine, AP-HP, 184, rue du Faubourg-Saint-Antoine, 75012 Paris, France.
J Neurol Sci. 2018 Aug 15;391:143-148. doi: 10.1016/j.jns.2018.06.003. Epub 2018 Jun 7.
Basic examination and diagnostic skills in neurology are important for every graduating medical student. However, a majority of medical students consider neurology as complex and difficult to master. We evaluate the impact a learner-friendly, innovative simulation-based training programme has on long-term retention and delayed recall of neurological semiology amongst third-year medical students from the University Pierre et Marie Curie in Paris, France. The 2013 class received standard teaching in neurological semiology. The 2015 class who received the same standard teaching in neurological semiology were also invited to voluntarily participate in The Move, a mime-based role-play training programme of neurological semiology. During the Move, students were trained to simulate a patient with a neurological syndrome or the physician examining the patient. Students were evaluated with an assessment thirty months after their neurological rotation, including 15 questions to evaluate long-term retention of neurological semiology, and 10 to test background knowledge in general semiology. The semiology test was performed by 366/377 students from the 2013 class (standard education group) and by 272/391 students from the 2015 class, among which 186 participated in The Move (The Move group) and 86 did not (standard education group). The mean neurological semiology score was higher in the 2015 class compared to the 2013 class (p = 0.007) and remained so after adjustment for the general semiology performance (p = 0.003). The adjusted mean neurological semiology score was 1.21/15 points higher [95% CI 0.66, 1.75] in The Move group compared to the standard education group, corresponding to a 14% better ranking. The Move programme improves medical student's long-term retention and delayed recall of neurological semiology. This learner-friendly interactive teaching may in turn enhance clinical proficiency of future physicians in neurological semiology.
神经病学的基本检查和诊断技能对每位即将毕业的医学生都很重要。然而，大多数医学生认为神经病学复杂且难以掌握。我们评估了一种对学习者友好且创新的基于模拟的培训计划对来自法国巴黎皮埃尔和玛丽居里大学的三年级医学生在神经科体征的长期保留和延迟回忆方面的影响。2013 年的班级接受了神经科体征的标准教学。2015 年的班级也接受了相同的神经科体征标准教学，并被邀请自愿参加基于模拟的神经科体征角色扮演培训计划 The Move。在 Move 期间，学生接受了模拟具有神经综合征的患者或检查患者的医生的培训。学生在神经科轮转后 30 个月接受评估，包括 15 个问题以评估神经科体征的长期保留，以及 10 个问题以测试一般科体征的背景知识。2013 年的班级（标准教育组）有 366/377 名学生和 2015 年的班级（标准教育组）有 272/391 名学生参加了神经科体征测试，其中 186 名学生参加了 The Move（The Move 组），86 名学生没有参加（标准教育组）。与 2013 年的班级相比，2015 年的班级的神经科体征评分更高（p=0.007），并且在调整一般科体征表现后仍然如此（p=0.003）。与标准教育组相比，在 Move 组中，神经科体征的调整后平均评分高 1.21/15 分[95%CI 0.66, 1.75]，排名提高了 14%。Move 计划提高了医学生对神经科体征的长期保留和延迟回忆。这种对学习者友好的互动教学方法反过来可能会提高未来医生在神经科体征方面的临床水平。
