Preventing “neurophobia”: Remodeling neurology education for 21st-century medical students through effective pedagogical strategies for “neurophilia”
Neurology has a reputation, particularly as a complex “head-to-toe” discipline for undergraduate medical students. Neurophobia syndrome, a global phenomenon, fundamentally stems from pedagogical deficiencies during the undergraduate curriculum, the lack of vertical integration between basic neurosci...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Medknow Publications
2018-01-01
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| Series: | Annals of Indian Academy of Neurology |
| Subjects: | |
| Online Access: | http://www.annalsofian.org/article.asp?issn=0972-2327;year=2018;volume=21;issue=1;spage=9;epage=18;aulast=Shelley |
| _version_ | 1828802107004682240 |
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| author | Bhaskara P Shelley Thomas V Chacko Balakrishnan R Nair |
| author_facet | Bhaskara P Shelley Thomas V Chacko Balakrishnan R Nair |
| author_sort | Bhaskara P Shelley |
| collection | DOAJ |
| description | Neurology has a reputation, particularly as a complex “head-to-toe” discipline for undergraduate medical students. Neurophobia syndrome, a global phenomenon, fundamentally stems from pedagogical deficiencies during the undergraduate curriculum, the lack of vertical integration between basic neurosciences and clinical bedside neurology, the lack of clinical reasoning exercises, cognitive heuristics, and clinical problem-solving, errors in diagnostic competence, and hyposkilia. This ultimately results in poor clinical competence and proficiency in clinical neurology and causes attrition in nurturing a passion for learning the neurology discipline. This article explores plausible factors that contribute to the genesis of neurophobia and multifaceted strategies to nurture interest in neurosciences and provide possible solutions to demystify neurology education, especially the need for evidence-based educational interventions. Remodeling neurology education through effective pedagogical strategies and remedial measures, and using the Miller's pyramid, would provide a framework for assessing clinical competence in clinical bedside neurology. Technology-enhanced education and digital classrooms would undoubtedly stamp out neurophobia in medical students of the 21st century. It will not frighten off another generation of nonneurologist physicians to empower them to hone expertise in order to tackle the increasing burden of neurological disorders in India. Furthermore, promoting neurophilia would facilitate the next generation of medical students in pursuing career options in neurology which would be quintessential not only in closing India's looming neurologist workforce gap but also in fostering interest in research imperatives in the next generation of medical students. |
| first_indexed | 2024-12-12T06:58:07Z |
| format | Article |
| id | doaj.art-509466c4fa73401a986497f7efbe9e76 |
| institution | Directory Open Access Journal |
| issn | 0972-2327 1998-3549 |
| language | English |
| last_indexed | 2024-12-12T06:58:07Z |
| publishDate | 2018-01-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Annals of Indian Academy of Neurology |
| spelling | doaj.art-509466c4fa73401a986497f7efbe9e762022-12-22T00:33:54ZengWolters Kluwer Medknow PublicationsAnnals of Indian Academy of Neurology0972-23271998-35492018-01-0121191810.4103/aian.AIAN_371_17Preventing “neurophobia”: Remodeling neurology education for 21st-century medical students through effective pedagogical strategies for “neurophilia”Bhaskara P ShelleyThomas V ChackoBalakrishnan R NairNeurology has a reputation, particularly as a complex “head-to-toe” discipline for undergraduate medical students. Neurophobia syndrome, a global phenomenon, fundamentally stems from pedagogical deficiencies during the undergraduate curriculum, the lack of vertical integration between basic neurosciences and clinical bedside neurology, the lack of clinical reasoning exercises, cognitive heuristics, and clinical problem-solving, errors in diagnostic competence, and hyposkilia. This ultimately results in poor clinical competence and proficiency in clinical neurology and causes attrition in nurturing a passion for learning the neurology discipline. This article explores plausible factors that contribute to the genesis of neurophobia and multifaceted strategies to nurture interest in neurosciences and provide possible solutions to demystify neurology education, especially the need for evidence-based educational interventions. Remodeling neurology education through effective pedagogical strategies and remedial measures, and using the Miller's pyramid, would provide a framework for assessing clinical competence in clinical bedside neurology. Technology-enhanced education and digital classrooms would undoubtedly stamp out neurophobia in medical students of the 21st century. It will not frighten off another generation of nonneurologist physicians to empower them to hone expertise in order to tackle the increasing burden of neurological disorders in India. Furthermore, promoting neurophilia would facilitate the next generation of medical students in pursuing career options in neurology which would be quintessential not only in closing India's looming neurologist workforce gap but also in fostering interest in research imperatives in the next generation of medical students.http://www.annalsofian.org/article.asp?issn=0972-2327;year=2018;volume=21;issue=1;spage=9;epage=18;aulast=ShelleyClinical reasoning skillscognitive heuristicseducational interventionseducational researchevidence-based educationHolmesian reasoningmentorshipMiller's pyramidneurological diagnosisneurology educationneurophilianeurophobiapedagogical strategiespedagogytechnology-enhanced learning |
| spellingShingle | Bhaskara P Shelley Thomas V Chacko Balakrishnan R Nair Preventing “neurophobia”: Remodeling neurology education for 21st-century medical students through effective pedagogical strategies for “neurophilia” Annals of Indian Academy of Neurology Clinical reasoning skills cognitive heuristics educational interventions educational research evidence-based education Holmesian reasoning mentorship Miller's pyramid neurological diagnosis neurology education neurophilia neurophobia pedagogical strategies pedagogy technology-enhanced learning |
| title | Preventing “neurophobia”: Remodeling neurology education for 21st-century medical students through effective pedagogical strategies for “neurophilia” |
| title_full | Preventing “neurophobia”: Remodeling neurology education for 21st-century medical students through effective pedagogical strategies for “neurophilia” |
| title_fullStr | Preventing “neurophobia”: Remodeling neurology education for 21st-century medical students through effective pedagogical strategies for “neurophilia” |
| title_full_unstemmed | Preventing “neurophobia”: Remodeling neurology education for 21st-century medical students through effective pedagogical strategies for “neurophilia” |
| title_short | Preventing “neurophobia”: Remodeling neurology education for 21st-century medical students through effective pedagogical strategies for “neurophilia” |
| title_sort | preventing neurophobia remodeling neurology education for 21st century medical students through effective pedagogical strategies for neurophilia |
| topic | Clinical reasoning skills cognitive heuristics educational interventions educational research evidence-based education Holmesian reasoning mentorship Miller's pyramid neurological diagnosis neurology education neurophilia neurophobia pedagogical strategies pedagogy technology-enhanced learning |
| url | http://www.annalsofian.org/article.asp?issn=0972-2327;year=2018;volume=21;issue=1;spage=9;epage=18;aulast=Shelley |
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