Attitudes Toward Neurosciences in Medical Students in Wuhan, China: A Survey Study

Lukas, Rimas V.; Cooper, Brian; Morgan, Ivy; Brorson, James R.; Dong, Hongmei; Sherer, Renslow

doi:10.1016/j.wneu.2014.06.025

Cited by 22 publications

(19 citation statements)

References 11 publications

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“…Collected data indicated that students' self-assessment of knowledge pertaining to neurology ranked low, but not the lowest rank possible (Lukas et al 2014). Furthermore, a positive correlation was observed between diagnosing/managing neurological patients and likelihood of specializing in the field of neurology (Lukas et al 2014).…”

Section: Chinamentioning

confidence: 99%

“…An investigation by Lukas (2014) surveyed senior medical students at a medical school in Wuhan, China, on their perceptions regarding knowledge of clinical neurology. Collected data indicated that students' self-assessment of knowledge pertaining to neurology ranked low, but not the lowest rank possible (Lukas et al 2014).…”

Section: Chinamentioning

confidence: 99%

“…Given the well-documented phenomenon of neurophobia worldwide, medical educators have begun to bring forth potential solutions to the crisis at hand (Zinchuk et al 2010, Lukas et al 2014, Pakpoor et al 2014, Flanagan et al 2007, Matthias et al 2013, Youssef 2009). In response to neurophobia among medical students, educators have initiated innovative simulation-based programs, applied neuroanatomy electives, team-based learning in neuroscience blocks, and case-based teaching within the neuroscience block of the medical curriculum (Roze et al 2016, Dao et al 2015, Anwar et al 2015, Hudson 2006.…”

Section: Recent Educational Solutions Addressing Neurophobiamentioning

confidence: 99%

“…Today, neurophobia has run rampant among medical students with studies confirming a significant fear of neurology and the neurosciences in the United States, China, United Kingdom, Ireland, Sri Lanka, and the Caribbean (Ramos et al 2016, Zinchuk et al 2010, Lukas et al 2014, Pakpoor et al 2014, Flanagan et al 2007, Matthias et al 2013, Youssef 2009). Worldwide emergence of this phenomenon has encouraged medical educators around the globe to develop potential solutions to this problem (Roze et al 2016, Dao et al 2015, Anwar et al 2015, Hudson 2006.…”

Section: Introductionmentioning

confidence: 99%

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Medical Student Neurophobia: A Review Of The Current Pandemic And Proposed Educational Solutions

Cuoco¹

2016

EJES

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Traditionally, the subject of neuroscience has been one of the most difficult courses for medical students in undergraduate medical education. Over the last few decades, a fear of neurology and the neurosciences, termed neurophobia, has presented among medical students around the world. Today, neurophobia has resulted in medical students not learning neurology and neurosciences to a sufficient extent to be able to apply this knowledge to patients presenting with neurologic symptomatology. To address the crisis at hand, medical educators have developed novel learning modalities to fight this chronic disease of medical students. In this brief review, I examine the educational literature regarding the current pandemic of neurophobia as well as analyze published novel educational modalities that may be used to diminish neurophobia among medical students.

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Section: Chinamentioning

confidence: 99%

Section: Chinamentioning

confidence: 99%

Section: Recent Educational Solutions Addressing Neurophobiamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Medical Student Neurophobia: A Review Of The Current Pandemic And Proposed Educational Solutions

Cuoco¹

2016

EJES

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“…The amount of negative anticipation towards neuroscience that exists in Finland and factors that could reduce the incidence are not known. Evaluation is valuable as although being a common phenomenon [9], the degree of these attitudes and emotions may not be consistent between different countries or regions [7]. …”

Section: Introductionmentioning

confidence: 99%

Medical students’ experience of emotions and success in neurological studies – What do they tell us?

2017

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BackgroundThere is a need to develop effective educational experience in neurology to improve the students’ skills in diagnosing and managing patients with neurological symptoms or disease. The aim of this study was to investigate the medical students’ attitudes and emotions towards neurology before and after the four week clinical course at two Finnish Universities in order to find elements to improve effective learning by decreasing the emotional stress in medical studies.MethodsIn this two-stage study, 58 medical students participated in an internet survey with open-ended questions after completing a clinical neurology course.In the content analysis of this survey 20 students (35%) were identified with negative anticipation towards neurology before undertaking the clinical neurology course. In the second phase of the study, the narrative analysis method was used to analyse the face-to-face interviews. Two of these interviews are described in this paper and represent cases who expressed negative emotions in both online survey and narrative interview.ResultsAccording to the content analysis, the principal emotions that were experienced at the beginning of the clinical neurology course were insecurity about personal performance (n = 19, 95%) anxiety (n = 9, 45%) and fear (n = 6, 30%). During the course the combined negative emotions (insecurity, anxiety, and fear) decreased in 80% of students (16/20 cases), remained unchanged in 15% (3/20) and could not be evaluated in 1 (5%) case. The main reasons for the observed negative anticipation were the complexity of neurology and challenges in the interpretation of clinical findings. Based on content analysis and narratives, elements that were evaluated as the most significant contributors in reducing this included small group teaching with real patients, teachersʼ expertise and the increase in self-confidence.ConclusionTeaching with appropriate didactic methodology and feedback, and plenty of practical training can improve effective learning in neurology. We suggest that the pedagogic competence of the clinical teacher influences a student’s motivation and proficiency and reduce stress in neurology-related learning tasks.

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Neuroanatomy education: The impact on perceptions, attitudes, and knowledge of an intensive course on general practice residents

Arantes

Barbosa

Ferreira

2017

Anatomical Sciences Ed

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General practitioners are responsible for the management of an increasing number of patients with neurological illness, and thus a solid education in neurosciences is a necessary component of their training. This study examines the effects of an intensive clinical neuroanatomy course on twenty general practice residents' perceptions, attitudes, and knowledge. A knowledge test was completed by the participants and by a control group at four different time points. The participants were asked to answer a questionnaire about their reasons for signing up for the course and their attitudes and perceptions toward the course experience. Experimental and control groups demonstrated identical mean baseline test scores. The experimental group significantly increased its test scores (plus 49.0% correct answers, a mean improvement of 120%) relative to controls after the educational intervention. There were no differences among scores from the evaluated time points after the educational intervention in the experimental group. In the control group, there were likewise no significant differences between the four evaluated time points. Most participants indicated that they signed up for the course to update/acquire knowledge and skills in the field of neurosciences, and also because they had difficulty in diagnosing and managing patients with neurological diseases. Participants' attitudes and perceptions toward the course experience were very positive. Most of the participants (n = 17; 85%) rated the course as "extremely useful," and 3 (15%) rated it as "very useful." This study provides evidence demonstrating the potential positive effect of neurosciences education to general practice residents. Anat Sci Educ 10: 465-474. © 2017 American Association of Anatomists.

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Attitudes Toward Neurosciences in Medical Students in Wuhan, China: A Survey Study

Cited by 22 publications

References 11 publications

Medical Student Neurophobia: A Review Of The Current Pandemic And Proposed Educational Solutions

Medical Student Neurophobia: A Review Of The Current Pandemic And Proposed Educational Solutions

Medical students’ experience of emotions and success in neurological studies – What do they tell us?

Neuroanatomy education: The impact on perceptions, attitudes, and knowledge of an intensive course on general practice residents

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