A station-based concept for teaching the neurological examination: A prospective quasi-experimental study
Background: The neurological examination is considered to be complex and contributes to the phenomenon of “neurophobia”. It is traditionally taught in small groups by residents (“traditional concept”), making the learning success partially dependent on the resident’s level of clinical training, dida...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | deu |
| Published: |
German Medical Science GMS Publishing House
2016-11-01
|
| Series: | GMS Journal for Medical Education |
| Subjects: | |
| Online Access: | http://www.egms.de/static/en/journals/zma/2016-33/zma001076.shtml |
| _version_ | 1819161611804344320 |
|---|---|
| author | Brich, Jochen Rijntjes, Michael |
| author_facet | Brich, Jochen Rijntjes, Michael |
| author_sort | Brich, Jochen |
| collection | DOAJ |
| description | Background: The neurological examination is considered to be complex and contributes to the phenomenon of “neurophobia”. It is traditionally taught in small groups by residents (“traditional concept”), making the learning success partially dependent on the resident’s level of clinical training, didactic education and personal motivation. Aim of this study was to examine the effects of a newly developed concept (“station concept”) for teaching the neurological examination on achieving an improved and more equal transfer of knowledge and practical skills.Methods: A prospective quasi-experimental design was used to compare the traditional concept with the newly developed station concept, in which the teaching content was divided in eight subdivisions (stations) with one resident being assigned to one station. The primary endpoints of the study were the differences in students’ self-assessments of learning success in the different subdomains of the neurological examination, and secondary analyses focused on evaluation results of students and residents.Results: 144 students and 28 residents participated in the traditional concept (summer semester 2012) and 151 students and 28 residents in the station concept (winter semester 2012/13). In the station-concept students’ self-assessment significantly improved in the domains “Motor System”, “Coordination” and “Mental Status” compared to the traditional concept. Students’ evaluation showed significant improvement in five out of eight points. Fifty percent of residents rated the new approach superior to the traditional approach, ten percent as inferior.Conclusion: The station concept improved students’ self-assessed learning success as well as evaluation results while simultaneously achieving high acceptance in residents. |
| first_indexed | 2024-12-22T17:15:06Z |
| format | Article |
| id | doaj.art-db68c56a3b724067a671fc2e4ce09e15 |
| institution | Directory Open Access Journal |
| issn | 2366-5017 |
| language | deu |
| last_indexed | 2024-12-22T17:15:06Z |
| publishDate | 2016-11-01 |
| publisher | German Medical Science GMS Publishing House |
| record_format | Article |
| series | GMS Journal for Medical Education |
| spelling | doaj.art-db68c56a3b724067a671fc2e4ce09e152022-12-21T18:18:59ZdeuGerman Medical Science GMS Publishing HouseGMS Journal for Medical Education2366-50172016-11-01335Doc7710.3205/zma001076A station-based concept for teaching the neurological examination: A prospective quasi-experimental studyBrich, Jochen0Rijntjes, Michael1Department of Neurology and Neuroscience, Medical Center – University of Freiburg, Freiburg i. Br., GermanyDepartment of Neurology and Neuroscience, Medical Center – University of Freiburg, Freiburg i. Br., GermanyBackground: The neurological examination is considered to be complex and contributes to the phenomenon of “neurophobia”. It is traditionally taught in small groups by residents (“traditional concept”), making the learning success partially dependent on the resident’s level of clinical training, didactic education and personal motivation. Aim of this study was to examine the effects of a newly developed concept (“station concept”) for teaching the neurological examination on achieving an improved and more equal transfer of knowledge and practical skills.Methods: A prospective quasi-experimental design was used to compare the traditional concept with the newly developed station concept, in which the teaching content was divided in eight subdivisions (stations) with one resident being assigned to one station. The primary endpoints of the study were the differences in students’ self-assessments of learning success in the different subdomains of the neurological examination, and secondary analyses focused on evaluation results of students and residents.Results: 144 students and 28 residents participated in the traditional concept (summer semester 2012) and 151 students and 28 residents in the station concept (winter semester 2012/13). In the station-concept students’ self-assessment significantly improved in the domains “Motor System”, “Coordination” and “Mental Status” compared to the traditional concept. Students’ evaluation showed significant improvement in five out of eight points. Fifty percent of residents rated the new approach superior to the traditional approach, ten percent as inferior.Conclusion: The station concept improved students’ self-assessed learning success as well as evaluation results while simultaneously achieving high acceptance in residents.http://www.egms.de/static/en/journals/zma/2016-33/zma001076.shtmlneurological examinationsmall group teachingself-assessment |
| spellingShingle | Brich, Jochen Rijntjes, Michael A station-based concept for teaching the neurological examination: A prospective quasi-experimental study GMS Journal for Medical Education neurological examination small group teaching self-assessment |
| title | A station-based concept for teaching the neurological examination: A prospective quasi-experimental study |
| title_full | A station-based concept for teaching the neurological examination: A prospective quasi-experimental study |
| title_fullStr | A station-based concept for teaching the neurological examination: A prospective quasi-experimental study |
| title_full_unstemmed | A station-based concept for teaching the neurological examination: A prospective quasi-experimental study |
| title_short | A station-based concept for teaching the neurological examination: A prospective quasi-experimental study |
| title_sort | station based concept for teaching the neurological examination a prospective quasi experimental study |
| topic | neurological examination small group teaching self-assessment |
| url | http://www.egms.de/static/en/journals/zma/2016-33/zma001076.shtml |
| work_keys_str_mv | AT brichjochen astationbasedconceptforteachingtheneurologicalexaminationaprospectivequasiexperimentalstudy AT rijntjesmichael astationbasedconceptforteachingtheneurologicalexaminationaprospectivequasiexperimentalstudy AT brichjochen stationbasedconceptforteachingtheneurologicalexaminationaprospectivequasiexperimentalstudy AT rijntjesmichael stationbasedconceptforteachingtheneurologicalexaminationaprospectivequasiexperimentalstudy |