Skip to main content

Using a Mock Rounds Model and Neurology Patients to Teach Neurological Exam Skills in a Medical Neurobiology Course

Abstract

First-year medical student groups rotated through classrooms, each containing a Neurology patient and physician, as a “Neuro Day” event to make direct clinical connections with the basic sciences. Inspired by post-graduate Clerkships, this event provided timely first-hand experiences focusing on pathological neurologic exam findings. Qualitative and quantitative data were collected from end-of-course surveys. The results show how the event served to reinvigorate enthusiasm for learning Clinical Neurobiology outside the traditional lecture environment and could empower patients as educators within a teaching community.

This is a preview of subscription content, access via your institution.

References

  1. Cilliers E. The challenge of teaching generation Z. Int J Soc Sci. 2017;3(1):188–98.

    Google Scholar 

  2. Fatima SS, Arain FM, Enam SA. Flipped classroom instructional approach in undergraduate medical education. Pak J Med Sci. 2017;33(6), 1424–1428. https://doi.org/10.12669/pjms.336.13699

  3. Freret T, Rana J, Schwartzstein RM, Gooding HC. Twelve tips for implementation of “student-as-teacher” programs. Med Teach. 2017;39(12):1221–6. https://doi.org/10.1080/0142159X.2017.1333591.

    Article  Google Scholar 

  4. Frey J, Neeley B, Umer A, Lewis JW, Lama A, Pawar G, Murray A. Training in Neurology: neuro day: an innovative curriculum connecting medical students with patients. Neurology. 2021;96(10):e1482–6. https://doi.org/10.1212/wnl.0000000000010859.

    Article  Google Scholar 

  5. Jha V, Quinton ND, Bekker HL, Roberts TE. What educators and students really think about using patients as teachers in medical education: a qualitative study. Med Educ. 2009;43(5):449–56. https://doi.org/10.1111/j.1365-2923.2009.03355.x.

    Article  Google Scholar 

  6. Kangasjarvi E, Ng SL, Friesen F, Simpson JS. Patients as teachers and arts-based reflection in surgical clerkship: a preliminary exploration. Med Teach. 2020;42(12):1362–8. https://doi.org/10.1080/0142159x.2020.1807482.

    Article  Google Scholar 

  7. Kusurkar R, ten Cate O. AM last page: Education is not filling a bucket, but lighting a fire: self-determination theory and motivation in medical students. Acad Med. 2013;88(6):904. https://doi.org/10.1097/ACM.0b013e3182971e06.

    Article  Google Scholar 

  8. Lauckner H, Doucet S, Wells S. Patients as educators: the challenges and benefits of sharing experiences with students. Med Educ. 2012;46(10):992–1000. https://doi.org/10.1111/j.1365-2923.2012.04356.x.

    Article  Google Scholar 

  9. Lewis JW, Lama AM, Hurst PD, Paserba BA. Interactive large group lecture demonstrations: dramatization of medical neurobiology concepts to improve student perception of understanding fluid mechanisms of the central nervous system. Medical Science Educator. 2020;30(2):811–22. https://doi.org/10.1007/s40670-020-00953-w.

    Article  Google Scholar 

  10. Lockspeiser TM, O’Sullivan P, Teherani A, Muller J. Understanding the experience of being taught by peers: the value of social and cognitive congruence. Adv Health Sci Educ Theory Pract. 2008;13(3):361–72. https://doi.org/10.1007/s10459-006-9049-8.

    Article  Google Scholar 

  11. Miles MB, Huberman AM, Saldaña J. Qualitative data analysis: a methods sourcebook. 2020.

  12. Ramnanan CJ, Pound LD. Advances in medical education and practice: student perceptions of the flipped classroom. Adv Med Educ Pract. 2017;8:63–73. https://doi.org/10.2147/AMEP.S109037.

    Article  Google Scholar 

  13. Riddell J, Jhun P, Fung CC, Comes J, Sawtelle S, Tabatabai R, Joseph D, Shoenberger J, Chen E, Fee C, Swadron SP. Does the flipped classroom improve learning in graduate medical education? J Grad Med Educ. 2017;9(4):491–6. https://doi.org/10.4300/JGME-D-16-00817.1.

    Article  Google Scholar 

  14. Riley B. Using the flipped classroom with simulation-based medical education to engage millennial osteopathic medical students. J Am Osteopath Assoc. 2018;118(10):673–8. https://doi.org/10.7556/jaoa.2018.147.

    Article  Google Scholar 

  15. Sait MS, Siddiqui Z, Ashraf Y. Advances in medical education and practice: student perceptions of the flipped classroom. Adv Med Educ Pract. 2017;8:317–20. https://doi.org/10.2147/AMEP.S133328.

    Article  Google Scholar 

  16. Singh K, Mahajan R, Gupta P, Singh T. Flipped classroom: a concept for engaging medical students in learning. Indian Pediatr. 2018;55(6), 507–512. https://www.ncbi.nlm.nih.gov/pubmed/29978818

  17. Taylor DC, Hamdy H. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013;35(11), e1561–1572. https://doi.org/10.3109/0142159X.2013.828153

  18. Towle A, Godolphin W. Patients as teachers: promoting their authentic and autonomous voices. Clin Teach. 2015;12(3):149–54. https://doi.org/10.1111/tct.12400.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to James W. Lewis PhD.

Ethics declarations

Ethical Approval

The study received WVU Institutional Review Board approval (Project Number #1907637152).

Conflict of Interest

The authors declare no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Lama, A.M., Murray, A.M., Frey, J. et al. Using a Mock Rounds Model and Neurology Patients to Teach Neurological Exam Skills in a Medical Neurobiology Course. Med.Sci.Educ. 31, 1567–1573 (2021). https://doi.org/10.1007/s40670-021-01345-4

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40670-021-01345-4

Keywords

  • First year medical school curriculum
  • Large group teaching
  • Teaching/method