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首页> 外文期刊>BMC Medical Education >Attitudes of US medical trainees towards neurology education: 'Neurophobia' - a global issue
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Attitudes of US medical trainees towards neurology education: 'Neurophobia' - a global issue

机译：美国医学培训生对神经病学教育的态度：“神经恐惧症”-全球性问题

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Background Several studies in the United Kingdom and Asia have suggested that medical students and residents have particular difficulty in diagnosing and managing patients with neurological problems. Little recent information is available for US trainees. We examined whether students and residents at a US university have difficulty in dealing with patients with neurological problems, identified the perceived sources of these difficulties and provide suggestions for the development of an effective educational experience in neurology. Methods A questionnaire was administered to third and fourth year medical students at a US school of medicine and to residents of an internal medicine residency program affiliated with that school. Perceived difficulties with eight medical specialties, including neurology, were examined. Methods considered to be most useful for learning medicine were documented. Reasons why neurology is perceived as difficult and ways to improve neurological teaching were assessed. Results 152 surveys were completed. Participation rates varied, with medical students having higher response rates (> 50%) than medical residents (27%-48%). Respondents felt that neurology was the medical specialty they had least knowledge in (p < 0.001) and was most difficult (p < 0.001). Trainees also felt they had the least confidence when dealing with patients with neurological complaints (p < 0.001). Residents felt more competent in neurology than students (p < 0.001). The paramount reasons for perceived difficulties with neurology were the complexity of neuroanatomy, limited patient exposure and insufficient teaching. Transition from pre-clinical to clinical medicine led to a doubling of "poor" ratings for neurological teaching. Over 80% of the respondents felt that neurology teaching could be improved through greater exposure to patients and more bedside tutorials. Conclusions Medical students and residents at this US medical university found neurology difficult. Although this is consistent with prior reports from Europe and Asia, studies in other universities are needed to confirm generalizability of these findings. The optimal opportunity for improvement is during the transition from preclinical to clinical years. Enhanced integration of basic neurosciences and clinical neurology with emphasis on increased bedside tutorials and patient exposure should improve teaching. Studies are needed to quantify the effect of these interventions on confidence of trainees when dealing with patients presenting with neurological complaints.
机译：背景技术英国和亚洲的多项研究表明，医学生和住院医师在诊断和管理神经系统疾病患者方面特别困难。美国学员最近的信息很少。我们检查了美国大学的学生和居民是否在处理神经系统疾病患者方面有困难，确定了这些困难的已知根源，并为发展有效的神经病学教育经验提供了建议。方法对美国医学院的三年级和四年级医学生以及该校附属的内部医学住院医师计划的居民进行问卷调查。检查了包括神经科在内的八个医学专业的感知困难。记录了被认为对学习医学最有用的方法。神经病学被认为是困难的原因，并评估了改善神经学教学的方法。结果完成152个调查。参与率各不相同，医学生的反应率（> 50％）高于医学生（27％-48％）。受访者认为神经病学是他们所掌握的知识最少的医学专业（p <0.001），而难度最大（p <0.001）。受训者还感到，在与神经系统疾病患者打交道时，他们最没有信心（p <0.001）。居民感到神经学方面的能力比学生强（p <0.001）。神经病学方面感到困难的最重要原因是神经解剖学的复杂性，患者接触的限制和教学不足。从临床前医学到临床医学的转变导致神经学教学的“差”评级加倍。超过80％的受访者认为，通过更多地与患者接触和增加床旁辅导，可以改善神经科教学。结论这所美国医科大学的医学生和居民发现神经病学很困难。尽管这与欧洲和亚洲先前的报告相一致，但仍需要在其他大学进行研究以证实这些发现的一般性。最佳的改进机会是在从临床前到临床的过渡期间。基础神经科学和临床神经病学的加强集成，重点是增加床边辅导和患者接触，应该会改善教学。需要进行研究以量化这些干预措施对与神经系统疾病患者有关的受训者信心的影响。

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