Peer Presentations of Case Studies in Medical Neurobiology

Abstract

Here, we describe a classroom innovation instituted during weeks 5 and 6 of a 7-week Medical Neurobiology course for first-year medical students (MS1s) consisting of student-led peer presentations of neurological case studies. After completing study of the major sensory/motor pathways comprising CNS functional systems, students were divided into small groups and randomly assigned a classic neurology case problem. After brief instruction in neurology case study problem solving, groups were given time to work on presentations for one another. Outcomes were evaluated via subjective feedback and by a two-way ANOVA comparison of scores achieved by the classes on a standardized national subject exam. Student evaluations of instruction indicate that the exercise was favorably received by most. Faculty observations were that students brought a great deal of creative energy to this endeavor. Comparison of National Board of Medical Examiners Neuroscience subject exam scores indicated that relative to MS1 classes not participating in peer presentations, the exercise significantly increased the proportion of students achieving scores in the 75th–90th national percentile range. We also observed a concomitant significant decrease in the proportion of students achieving scores in the 25th–52nd national percentile range. This suggests that student scores shifted toward higher scores as a result of participating in the peer presentation exercise. We additionally note that peer communication, problem solving, active learning and use of a knowledge base are important core competencies fostered by these peer presentations. Whether there is an identifiable academic profile characterizing students likely to benefit from the exercise remains to be investigated.