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Structured didactic teaching sessions improve medical student neurology clerkship test scores: a pilot study
1Department of Neurology, University of Tennessee health Sciences Center at Memphis, 855 Monroe Avenue, Link Building, Room 415, Memphis, TN 38163, USA. dmenkes@utmem.edu
Objective:
To determine the effectiveness of didactic case-based instruction methodology to improve medical student comprehension of common neurological illnesses and neurological emergencies.
Setting:
Neurology department, academic university.
Participants:
415 third and fourth year medical students performing a required four week neurology clerkship.
Main Outcome Measures:
Raw test scores on a 1 hour, 50-item clinical vignette based examination and open-ended questions in a post-clerkship feedback session.
Results:
There was a statistically significant improvement in overall test scores (p<0.001).
Conclusion:
Didactic teaching sessions have a significant positive impact on neurology student clerkship test score performance and perception of their educational experience. Confirmation of these results across multiple specialties in a multi-center trial is warranted.