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Curriculum Innovations: Enhancing Medical Student Neuroscience Training With a Team-Based Learning Curriculum.

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¹From the Department of Neurology (C.G.T., R.F.J.), and Center for Health + Technology (C.G.T.), University of Rochester, NY.

Neurology. Education

|October 16, 2024

Summary

This summary is machine-generated.

A new neuropathology curriculum using team-based learning (TBL) and clinician-led lectures improved student engagement and relevance without impacting test scores. This innovative approach addresses neurophobia in medical education.

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Area of Science:

Medical Education
Neuropathology
Curriculum Development

Background:

Neurophobia, a common aversion to clinical neurology, often stems from inadequate preclinical neuroscience education.
An underperforming neuropathology curriculum in the second-year medical student neuroscience course was identified as a key area for improvement.

Purpose of the Study:

To demonstrate clinical relevance in neuropathology education.
To enhance student engagement in neuropathology learning.
To promote the direct application of knowledge in medical students.

Main Methods:

Implemented a team-based learning (TBL) curriculum for neuropathology content.
Transitioned to primarily clinician-led lectures, including neurologists and neurosurgeons.
Assessed student opinions via end-of-course feedback, a novel survey, and qualitative interviews.
Compared student performance on final examinations before and after curriculum implementation using a 2-sample t test.

Main Results:

Student opinions were overwhelmingly positive, with 79.4% rating TBL as good or excellent and 89%-96% positively rating curriculum components.
Qualitative feedback highlighted appreciation for streamlined content and effective reinforcement of learning.
No significant difference was observed in overall final examination scores (81.2% vs. 80.3%, p=0.37) or neuropathology subsection scores (82.6% vs. 83.9%, p=0.36) between cohorts.

Conclusions:

The transition to clinician-led lectures and TBL is feasible and effective for delivering neuropathology education.
TBL serves as a valuable method for neuroscience learning, and non-pathologist clinicians can effectively teach neuropathology.
This model offers a scalable approach for improving neuroscience education and potentially mitigating neurophobia in medical trainees.