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首页> 外文期刊>The Canadian Journal of Neurological Sciences: le Journal Canadien des Sciences Neurologiques >A Diverse Specialty: What Students Teach Us About Neurology and 'Neurophobia'
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A Diverse Specialty: What Students Teach Us About Neurology and 'Neurophobia'

机译：多元化的专业：学生教我们关于神经内科和“神经恐惧症”

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Objective: To explore what elective students learn about the specialty of Neurology. Methods: A prospective qualitative study using pre- and post-elective written questionnaires. Results: Analysis concentrated on three main themes: What did students learn about the specialty of Neurology? What would they change about their experience? Did their opinions change? Major findings were (i) pre- and post-elective the most frequent response for "what is the best thing about Neurology?" was the "process of localization" and (ii) post-elective students were less likely to cite the challenge or problem-solving aspect of Neurology as the best thing while more emphasized the importance of the physical exam and the variety of cases. (iii) Students were most surprised by the scope of neurological practice. (iv) They would diversify the setting of their elective to include less time spent in the emergency room and more time in clinic. (v) The perception of Neurology as a specialty in which patients have a poor prognosis was the opinion that changed the most. Conclusions: Showcasing the diversity of cases and careers in Neurology may be a useful strategy to increase interest in the specialty and reduce neurophobia. Lectures or small groups early in medical school should concentrate on clear examples of common neurological conditions and emphasize the role of general neurologists and subspecialists involved in patient care. Whenever possible students should rotate through different clinics and not concentrate exclusively on emergency room and in-patient cases.
机译：目的：探讨选修课学生对神经病学专业的了解。方法：一项前瞻性定性研究，采用选课前和选课后的书面问卷。结果：分析集中在三个主题上：学生对神经病学专业了解多少？他们的经历会有什么改变？他们的观点改变了吗？主要发现是（i）选前和选后对“神经病学的最佳方面是什么？”的最常见回答是“定位过程”，以及（ii）选修后的学生不太可能将神经病学的挑战或解决问题方面作为最好的事情，而更强调体检的重要性和病例的多样性。（iii）学生们对神经学实践的范围最为惊讶。（iv）他们将使选修课的设置多样化，减少在急诊室的时间，增加在诊所的时间。（v） 将神经病学视为预后不良的专业是改变最大的观点。结论：展示神经病学病例和职业的多样性可能是增加对该专业兴趣和减少神经恐惧症的有用策略。医学院早期的讲座或小组应集中于常见神经疾病的明确例子，并强调参与患者护理的普通神经科医生和亚专科医生的作用。只要有可能，学生应该在不同的诊所轮换，而不是只专注于急诊室和住院病例。

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