Khan Sana, Sowemimo Nina, Alty Jane, Cosgrove Jeremy
School of Medicine, University of Leeds, Worsley Building, Leeds LS2 9JT, UK.
Department of Neurology, Great George Street, Leeds Teaching Hospitals NHS Trust, Leeds LS1 3EX, UK.
Geriatrics (Basel). 2022 May 18;7(3):58. doi: 10.3390/geriatrics7030058.
Most doctors have limited knowledge of dystonia, a movement disorder that can affect people of all ages; this contributes to diagnostic delay and poor quality of life. We investigated whether a brief educational intervention could improve knowledge of dystonia amongst medical students. We conducted a systematic review on undergraduate knowledge of dystonia and created an eight-minute video on the condition. We invited medical students at the University of Leeds, UK, to answer 15 multiple choice questions before and immediately after watching the video, and again one month later. Only one previous study specifically assessed medical students’ knowledge of dystonia whilst five others tested their knowledge of movement disorders, or neurology generally, with some questions on dystonia. Of the University of Leeds medical students, 87 (100%), 77 (89%) and 40 (46%) completed the baseline, immediate-recall and delayed-recall questionnaires, respectively. The mean score for students who completed all three questionnaires increased from 7.7 (out of 15) to 12.5 on the immediate-recall questionnaire (p < 0.001), and to 10.1 on the delayed-recall questionnaire (p < 0.001). At baseline, 76% of students rated their confidence in recognising dystonia as low. After watching the video, 78% rated their confidence as a high, and none rated it low. A brief video improved their knowledge substantially, with sustained effects. This method could be incorporated into medical curricula to reduce diagnostic delays.
大多数医生对肌张力障碍的了解有限，肌张力障碍是一种可影响各年龄段人群的运动障碍；这导致诊断延迟和生活质量低下。我们调查了一次简短的教育干预是否能提高医学生对肌张力障碍的认识。我们对本科医学生关于肌张力障碍的知识进行了系统综述，并制作了一个关于该病的八分钟视频。我们邀请英国利兹大学的医学生在观看视频前、观看视频后立即以及一个月后回答15道多项选择题。之前只有一项研究专门评估了医学生对肌张力障碍的知识，另外五项研究测试了他们对运动障碍或一般神经学的知识，其中有一些关于肌张力障碍的问题。利兹大学的医学生中，分别有87名（100%）、77名（89%）和40名（46%）完成了基线、即时回忆和延迟回忆问卷。完成所有三份问卷的学生的平均得分从（满分15分中的）7.7分提高到即时回忆问卷的12.5分（p<0.001），延迟回忆问卷的10.1分（p<0.001）。在基线时，76%的学生将他们识别肌张力障碍的信心评为低。观看视频后，78%的学生将他们的信心评为高，没有人评为低。一个简短的视频显著提高了他们的知识，并产生了持续影响。这种方法可以纳入医学课程以减少诊断延迟。
