Opinion and Special Articles: Electronic media in neurology education

Abstract

Progress, promise, and pitfallsToday's neurology learners have more information to assimilate than ever before, 1 requiring them to learn as quickly and efficiently as possible, while also becoming lifelong learners. To facilitate more effective and expedient learning, neurology educators have begun using computer-assisted learning technologies in education and residency. Electronic media have been found to be effective additions to education due to their flexibility, scalability, timeliness, and adaptability.2 Computerbased learning is increasingly employed by medical students, neurology trainees, and practicing neurologists, making it necessary to acclimate students and trainees to such technology before they enter professional practice.Favorable results have been achieved using electronic learning tools in neurology, but some studies have revealed limitations in their effectiveness. This article looks at evidence that supports and sometimes calls into question the use of technology in neurology education, concluding with how technology could be effectively integrated into neurology education.

New Media, Technology and Neurology Education

“…The applications of technology to neurology education are numerous and varied. 12 This article explores elements common to exemplary applications of technology to medical education using examples from studies based in neurology. We recommend the following for applying technology effectively: (1) match technology to predetermined educational objectives, (2) characterize learners in relationship to technology, (3) optimize how technological components fit into the learning environment, (4) monitor and manage learner engagement with technology, (5) perform cost analyses, and (6) explore opportunities for educational scholarship and research.…”

“…10,11 The wide variety of technology-assisted interventions in neurology education has been summarized previously. 12 These can be placed on a spectrum based on their relationship to traditional teaching methods, ranging from fully independent computer-based curricula as in massive open online courses (MOOC), 13,14 continuing education online curricula 15 or computer-based teaching modules; [16][17][18] classroom/e-learning hybrids as in the flipped model; [19][20][21][22] adjunctive tools external to classroom teaching as in highfidelity simulations; [23][24][25][26] adjunctive tools internal to classroom teaching as in audience response systems; 27 to adjunctive tools independent of classroom teaching as in web- 28 or mobile-based applications 29,30 (►Table 1). Due to the diversity of applications, it is difficult to establish general principles for using technology in medical education, especially to address the challenges described.…”

Continuing Medical Education in Neurology

“…33 Although not all studies on online learning are favorable, most research demonstrates that electronic media is improving neurology education and practice. 34 However, there is a significant gap in knowledge on efficacy of CME in neurology, with a need to analyze the CME interventions currently being used in neurological education and best methods for educating fully trained neurologists.…”