Zuzuarregui José-Rafael, Wu Connie, Hohler Anna DePold
Division of Neurology, University of California, San Francisco, Fresno Center for Medical Education and Research, Fresno, California.
Department of Neurology, Boston University School of Medicine, Boston, Massachusetts.
Semin Neurol. 2018 Aug;38(4):413-417. doi: 10.1055/s-0038-1666988. Epub 2018 Aug 20.
Research in neurological disorders is expanding at a phenomenal pace, and the need for neurologists is increasing as the population ages. This results in a critical requirement for medical students entering the neurology pipeline. Mentoring, whether formal or informal, ensures that students are inspired and supported to enter the field of neurology. Students should also receive structured mentoring throughout their longitudinal curriculum. Informal mentoring programs enable expanded opportunities for collaborations in education, research, and outreach. Faculty, residents, fellow medical students, and other health professionals all participate in medical student mentoring. Each relationship offers unique aspects to individual growth and development. Specific programmatic guidance and mentoring qualities are presented in this paper.
神经系统疾病的研究正以惊人的速度扩展，随着人口老龄化，对神经科医生的需求也在增加。这使得对进入神经科专业培养渠道的医学生有了至关重要的要求。指导，无论是正式的还是非正式的，都能确保学生受到鼓舞并得到支持，从而进入神经学领域。学生在整个纵向课程中也应接受结构化指导。非正式指导计划为教育、研究和推广方面的合作提供了更多机会。教师、住院医师、 fellow医学生和其他卫生专业人员都参与医学生指导。每一种关系都为个人成长和发展提供了独特的方面。本文介绍了具体的项目指导和指导品质。
