McElligott L, Ardilouze A, Moloney J, ElSheikhId A, Healy C, Leahy H, Babatunde K, Cahir C, Murphy P, Delanty N, McElvaney N, Byrne S, McGovern E
Department of Neurology, Beaumont Hospital, Dublin, Ireland.
School of Postgraduate Studies, Royal College of Surgeons in Ireland, Dublin, Ireland.
Eur J Neurol. 2025 Mar;32(3):e70061. doi: 10.1111/ene.70061.
To map the current literature on undergraduate neurology medical education and research. Recommendations for future undergraduate neurology education and research are described.
PRISMA-Scoping Review guidelines and Arksey and O'Malley's methodological framework are followed. Four databases and gray literature was searched with Oxford Evidence-Based Medicine level of evidence applied. A thematic framework was used to identify the main study outcomes. A narrative description and quantitative frequency analysis were used for results.
Nine-hundred and twenty-two articles were retrieved, 102 studies met the inclusion criteria. We identified four main study outcomes using a thematic framework. Our review found that (1) the main undergraduate neurology teaching styles are didactic and experiential teaching methods. (2) Research design of undergraduate neurology teaching is heterogenous. (3) The outcome measures most frequently used in undergraduate neurology research are student perception and knowledge.
Undergraduate neurology education research is challenging due to the heterogeneity in research design and teaching methodology. Evidence-based guidelines are limited. This gap in the literature represents an opportunity to develop tailored guidelines for undergraduate neurology education and research.
梳理当前关于本科神经病学医学教育与研究的文献。阐述对未来本科神经病学教育与研究的建议。
遵循PRISMA范围综述指南及阿克西和奥马利的方法框架。检索四个数据库及灰色文献，并应用牛津循证医学证据等级。采用主题框架确定主要研究结果。结果采用叙述性描述和定量频率分析。
检索到922篇文章，102项研究符合纳入标准。我们采用主题框架确定了四个主要研究结果。我们的综述发现：（1）本科神经病学的主要教学方式是讲授式和体验式教学方法。（2）本科神经病学教学的研究设计多种多样。（3）本科神经病学研究中最常用的结果指标是学生的看法和知识。
由于研究设计和教学方法的多样性，本科神经病学教育研究具有挑战性。循证指南有限。文献中的这一空白为制定本科神经病学教育与研究的定制指南提供了契机。
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