Teaching the Neurologic Examination

Abstract

Objective:To compare a blended learning approach with traditional face-to-face instruction in terms of their individual effectiveness in imparting neurological examination (NE) skills in medical students.Methods:We conducted a prospective controlled study of 4th-year medical students (n=163) who were pseudo-randomly distributed into two groups. Group A (n=87) was subjected to a traditional teaching method comprising two face-to-face sessions. Group B (n=76) underwent blended learning, which consisted of an individual preparation period using a course handbook and videoclips, plus a single face-to-face session. NE skill acquisition was assessed by an objective structured clinical examination (OSCE). Questionnaires were used for evaluation.Results:Comparison of mean OSCE scores in Groups A vs. B revealed that NE skill acquisition was better in Group B (blended learning), with a moderate effect size, a smaller OSCE score variance, and fewer students performing poorly than in Group A (face-to-face instruction). Student evaluation revealed that both teaching approaches were well accepted, albeit a higher level of satisfaction was associated with the blended learning approach. This method also provided more time for practice and feedback.Conclusion:The blended learning approach is a highly efficacious and valued method for teaching NE skills. It offers instructors and faculty the advantage of successful skill acquisition in students despite the considerably reduced attendance time.