Understanding How to Strengthen the Neurology Pipeline With Insights From Undergraduate Neuroscience Students

Abstract

Despite increased neuroscience interest at the undergraduate level, a significant shortage of neurologists in the United States (US) exists. To better understand how to generate more interest in neurology specifically at the undergraduate level, we conducted an anonymous cross-sectional online survey of 1085 undergraduates either in neuroscience courses or majoring/minoring in neuroscience from across the US to better understand their clinical neurology experiences and perspectives. The survey quantitatively and qualitatively assessed students’ clinical neurology exposure inside and outside of the classroom, research experiences and career goals. Students were from a broad spectrum of undergraduate institutions (public research university (40.8%), liberal arts College (29.7%) and private research university (29.0%). Most students (89.9%) were looking to pursue graduate studies; 56.9% reported wanting to be a physician and 17.8% expressed interest in obtaining an MD/PhD. Importantly, students reported first exposure to neuroscience at age 16 but felt that they could be exposed to neuroscience as early as 13. Half (50.5%) decided to major in neuroscience before college and a quarter (25.6%) decided to major in their first year of college. Despite high interest in clinical neurology exposure, less than one-third of students had spoken with or shadowed a neurologist, and only 13.6% had interacted with clinical neurology populations. Only 20.8% of students felt volunteer and internship opportunities were sufficiently available. Qualitative results include student perspectives from those who did and did not work with a neurologist, describing how they were or were not able to obtain such opportunities. We discuss translating the survey findings into actionable results with opportunities to target the undergraduate neuroscience interest to improve the neurology pipeline. We describe existing programs that could be integrated into everyday neurology practices and new approaches to learning and training to help leverage the significant undergraduate neuroscience interest. We also raise questions for further research, including exploring (1) how students learn of neurologic conditions/expand their knowledge about additional neurologic conditions, (2) whether qualitative investigation of the experiences of neuroscience undergraduates at specific institutions might provide additional insight, and (3) systems to maintain interest in neuroscience/neurology as students enter medical school.

Curriculum Innovations: Creation of a Longitudinal, Neurology-Centered Pipeline Program to Motivate and Support Students From Racial/Ethnically Marginalized Groups

“…A recent publication elucidated the importance of "creating systematic ways to facilitate interaction with neurologists through both communication opportunities and mentoring relationships… especially for those who identify as underrepresented minorities to strengthen the neurology pipeline and increase diversity." 15 We believe that this program is a readily reproducible, low expense, and effective way of doing just that. The overall reception of the program by students and mentors has been overwhelmingly positive, and the program has been found to be sustainable with minimal support after 4 academic years.…”

“…Those who were able to create these opportunities, most commonly did so using personal connections, which has the high potential to favor those in privileged positions over marginalized populations. 15 Many short, research-focused programs (e.g., Summer internships) exist to increase readiness for the medical school application process, but there is a shortage of longitudinal clinically oriented programs directed toward students from racial or ethnically marginalized backgrounds. 16…”

Neurology Education in 2035

“…The predicted shortage of neurologists has sparked interest in the neurology pipeline, and the influence of individual neurology educators is a central component of this. [31][32][33] Over a decade ago, "teacher" and "educator" were synonymous, but with the increased academic recognition of educators, professional development opportunities for educators, and funding for educational scholarship, distinct categories of neurology educators have emerged. Advancement in recognition of educators has allowed neurologists to engage in educational scholarship and step into educational leadership roles locally, nationally, and globally.…”

A critical systematic review of K-12 neurology/neuroscience pipeline programs

“…Early neuroscience education and outreach programs help to cultivate an initial interest among students. This interest in neurology and adjacent fields among students is retained especially when it is augmented with supplementary coursework or extracurricular experience ( 4 ). Literature conveying the success of early exposure to Science, Technology, Engineering, and Mathematics (STEM) disciplines to strengthen the STEM pipeline can serve as the groundwork for the implementation of early exposure programs, in a similar fashion, to strengthen the neurology pipeline.…”