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Overcoming Neurophobia With the Help of Peruvian Talking Bears.
JAMA Neurol
March 2020
Ottawa Hospital Research Institute, Ottawa, Ontario, Canada.
'The Move', an innovative simulation-based medical education program using roleplay to teach neurological semiology: Students' and teachers' perceptions.
Rev Neurol (Paris)
April 2017
Faculté de médecine, Sorbonne universités, université Pierre-et-Marie-Curie (UPMC), 91, boulevard de l'Hôpital, 75013 Paris, France; Service de médecine interne, hôpital Tenon, AP-HP, 4, rue de la Chine, 75020 Paris, France.
Introduction: Neurological disorders are frequently being managed by general practitioners. It is therefore critical that future physicians become comfortable with neurological examination and physical diagnosis. Graduating medical students often consider neurological examination as one of the clinical skills they are least comfortable with, and they even tend to be neurophobic.
View Article and Find Full Text PDFNeurophobia among medical students and non-specialist doctors in Sri Lanka.
BMC Med Educ
December 2013
Department of Pharmacology, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka.
Background: Neurophobia is the fear of neurosciences held by medical students and doctors. The present study aims to identify whether Neurology is considered a difficult subject by medical students and non-specialist doctors from Sri Lanka and evaluate reasons for such perceived difficulties.
Methods: The study was conducted from May-June 2008.
Linking neuroscience theory to practice to help overcome student fear of neurology.
Med Teach
November 2006
Department of Physiology, The University of Adelaide, Frome Road, Adelaide 5005, South Australia, Australia.
Reports in the literature have attributed medical student fear of neurology to an inability to apply knowledge of the basic science to clinical situations. A teaching and learning initiative called case based teaching (CBT) was designed to help medical undergraduates integrate clinical neurology with the neuroscience that underpins it. In the context of the evaluation of a neurological case, students learned the correct technique for eliciting a large number of signs and symptoms, while applying their understanding of normal structure and function to interpret and understand the history, examination and investigation findings.
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