Frey Jessica, Neeley Brandon Chase, Casinelli Gabriella, Paserba Benjamin, Talkington Delanie, Sheehan Patrick, Lewis James W, Palmer Bruce, Lama Anna, Adcock Amelia, Seachrist Eric, Pawar Gauri V, Murray Ann Marie
Department of Neurology, Rockefeller Neuroscience Institute, West Virginia University, Morgantown; and.
Department of Medical Education, West Virginia University, Morgantown.
Neurol Educ. 2025 Apr 11;4(2):e200207. doi: 10.1212/NE9.0000000000200207. eCollection 2025 Jun.
Limited or delayed exposure to neurology decreases interest and reduces the likelihood of pursuing neurology as a career for medical trainees. Educational events that strengthen student-to-patient interactions may help dispel misinformation about neurologic treatments and outcomes. Innovative educational strategies such as the use of multimedia to teach the neurologic examination, incorporation of real patients, and integration of clinical neurology mentors were combined to create Neuro Day, an educational event designed to pique neurology interest for first-year medical students.
The aim of this intervention was to provide early neurology exposure to medical students to increase interest in neurology and interest in pursuing neurology for residency, improve perceptions of neurologic disease and treatment, and enhance neuroscience knowledge, as well as to improve physician-educator enjoyment of teaching clinical neurology.
In 2023 and 2024, first-year medical students participated in Neuro Day. In part 1, students used an interactive video module to review neurology examination and pathophysiology. In part 2, student groups rotated to stations in a mock patient rounds format. Stations included patient-educators with real neurologic diseases paired with a physician-educator who moderated the discussion of the patient experience, pathophysiology, and examination findings. Students, patient-educators, and physician-educators were surveyed before and after Neuro Day. Statistical analysis included the paired test with Cohen , binomial test for difference in proportions, and thematic analysis.
After Neuro Day, 108 of 115 (94%) and 98 of 103 (95%) first-year medical students and 10 of 13 physician-educators (77%) completed both presurvey and postsurvey, revealing the following: (1) increased interest in neurology ( = 0.27-0.68), (2) increased interest in pursuing neurology for residency ( = 0.26-0.38), (3) improved perception of patient outcomes ( = 0.45-0.67) and treatment options ( = 0.87-1.09), (4) 35.5% improvement in knowledge quiz scores (95% CI 0.218-0.492, < 0.001), and (5) improved professional fulfillment in physician-educators ( = 1.20). Thematic analysis revealed that Neuro Day helped to humanize medicine, reinforce course content, and positively change perceptions.
Neuro Day is a feasible teaching paradigm to increase interest in neurology, reshape perceptions about neurology, improve confidence in performing a neurologic examination, reinforce neuroscience lecture content, encourage more students to pursue neurology residency, and improve physician-educator professional fulfillment.
接触神经病学的机会有限或延迟，会降低医学实习生对神经病学的兴趣，并减少他们将神经病学作为职业追求的可能性。加强学生与患者互动的教育活动，可能有助于消除有关神经治疗和结果的错误信息。诸如使用多媒体教授神经检查、纳入真实患者以及整合临床神经病学导师等创新教育策略相结合，创建了神经日这一教育活动，旨在激发一年级医学生对神经病学的兴趣。
本次干预的目的是让医学生尽早接触神经病学，以增加他们对神经病学的兴趣以及对神经病学住院医师培训的兴趣，改善对神经疾病和治疗的认知，增强神经科学知识，同时提高医师教育工作者教授临床神经病学的满意度。
在2023年和2024年，一年级医学生参加了神经日活动。在第一部分，学生使用交互式视频模块复习神经检查和病理生理学。在第二部分，学生小组以模拟患者查房的形式轮流到各个站点。这些站点包括患有真实神经疾病的患者教育者，并配有一位医师教育工作者，由其主持关于患者经历、病理生理学和检查结果的讨论。在神经日前后对学生、患者教育者和医师教育工作者进行了调查。统计分析包括配对t检验（Cohen's d）、比例差异的二项式检验和主题分析。
神经日之后，115名一年级医学生中的108名（94%）和103名中的98名（95%）以及13名医师教育工作者中的10名（77%）完成了课前和课后调查，结果如下：（1）对神经病学的兴趣增加（Cohen's d = 0.27 - 0.68），（2）对神经病学住院医师培训的兴趣增加（Cohen's d = 0.26 - 0.38），（3）对患者预后（Cohen's d = 0.45 - 0.67）和治疗选择（Cohen's d = 0.87 - 1.09）的认知改善，（4）知识测验成绩提高35.5%（95% CI 0.218 - 0.492，P < 0.001），以及（5）医师教育工作者的职业成就感提高（Cohen's d = 1.20）。主题分析表明，神经日有助于使医学更具人性化、强化课程内容并积极改变认知。
神经日是一种可行的教学模式，可增加对神经病学的兴趣，重塑对神经病学的认知，提高进行神经检查的信心，强化神经科学讲座内容，鼓励更多学生追求神经病学住院医师培训，并提高医师教育工作者的职业成就感。
