Search

Background The COVID-19 pandemic revealed existing gaps in the medical educational system that is heavily dependent on the presence of medical students and teachers in laboratory and class for instruction. This affects continuity in the implementation of the neuroanatomy component of the medical neuroscience laboratory activities during COVID-19. We hypothesized that pivoting wet laboratory neuroanatomy activities to online using an adaptive flexible blended method might represent an effective approach in the implementation of laboratory neuroanatomy activities during a pandemic. Methods The current study describes an adaptive flexible blended learning approach that systematically mixes virtual face-to-face interaction activities with the online learning of brain structures, and the discussion of clinical cases. Learning materials are delivered through both synchronous and asynchronous modes, and Year 1 medical students learn neuroanatomy laboratory activities at different locations and different times. Student performances in the adaptive flexible blended learning approach were compared with the learning of similar activities during an in-person implementation of neuroscience laboratory activities. Results The results of using this adaptive flexible blended learning approach provided an autonomous independent learning, self-study approach that broadened student performance such that we have more students scoring between 80 and 89%, whereas the in-person learning resulted in most of the students scoring > 90% in the medical neuroscience laboratory activities. Conclusion An adaptive flexible blended learning approach that combined virtual face-to-face instruction using digital technology with online learning of neuroscience laboratory activities provided a unique educational experience for Year 1 medical students to learn neuroscience laboratory activities during the COVID-19 pandemic.

PURPOSE: Empathy tends to decline during medical education, typically beginning in the third year of medical school and often continuing throughout residency and the physician’s medical career. The purpose of this study was to determine if first year medical student empathy is affected by small group interactions with patients with neurological disorders, and to investigate if changes in empathy persisted over time. MATERIALS AND METHODS: Eighty first year medical students participating in a Neuroscience Module interacted with a variety of neurological patients in a small group informational session. Prior to the experience, participants completed the Jefferson Scale of Physician Empathy–Student (JSPE-S) version. After the experience, students completed a post-test JSPE-S questionnaire, and a final post-post-test JSPE-S questionnaire was completed 5 weeks later. Empathy scores were compared with a repeated measures MANOVA. The relationship between gender and empathy, and the effect of the age of the neurological patients on empathy scores were also examined. RESULTS: Empathy scores for seventy-one students who completed the JSPE-S questionnaires were analyzed. Students had significantly higher empathy immediately after the patient interaction experience, and the change in empathy was sustained over the course of 5 weeks (p = 0.015). The age of the neurological patients had a significant effect on empathy scores. There was no significant difference between empathy scores and gender. CONCLUSIONS: This study supports the incorporation of a group patient interaction experience into the medical school curriculum as an inexpensive and practical method of enhancing medical student empathy in a non-clinical setting.

BACKGROUND: The integration of patient encounters into the first year of the medical school curriculum is known to be of vital importance in the development of critical thinking and communication skills. We investigated whether exposure of first year medical students to patient encounters during a first year medical school neuroscience course result in a high level of motivation associated with the clinical encounter, and whether this high level of motivation translates to higher academic performance as measured by their performance on formative and summative examinations. METHODS: First year medical students interacted with patients presenting with different neurological disorders in a small group informal session. Following the small group interactions with patients, students participated in a large group debriefing session involving discussions with peers, biomedical sciences faculty, and clinicians. Students then completed a survey designed to assess their motivation in correspondence with the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. These results were then correlated with students’ performance in the neuroscience examinations. RESULTS: The total mean score was high for all categories of the ARCS model of motivation (4.26/5) and was highest for Relevance (4.46/5). When these motivation scores were correlated with students’ performance on the formative and summative examinations, a significant positive correlation was found between motivation and performance on both the formative (r = 0.85) and summative (r = 0.95) neuroscience examinations. CONCLUSION: Encounters with patients presenting with neurological disorders during a first year medical neuroscience course result in a high level of motivation associated with the clinical encounter, and this was positively correlated with their academic performance.

Students’ perceptions of the effectiveness of their interaction with patients is known to be correlated with their performance in the clinical rotations. Whether such an experience is correlated with the academic performance in a year one neuroscience course is not clear. Year one medical students were allowed to interact in small groups with patients suffering from neurological diseases. The small group sessions were followed by a large group debriefing session to discuss their experience following the patient interaction. Students were administered two structured surveys, a pre-test and a post-test, to evaluate their pre-session expectations and post-session satisfaction with their interaction with patients. The post-test survey results were correlated by objective with formative and summative examination scores. There was a positive correlation between students’ perceptions of the effectiveness of their interaction with patients and their performance on the formative examination (R2 = 0.315). The correlation was higher and significant (R2 = 0.774) between students’ interaction with patients and the summative examination. For students’ perception of the interaction with patients, questions on integration of the nervous system (OR = 3.449, p = 0.002), analytical and imaging modalities (OR = 1.513, p = 0.045), and abnormalities in the nervous system (OR = 2.117, p = 0.034) were significantly associated with students’ satisfaction of their interaction with patients. When a similar analysis was performed on the summative examination, five learning objectives revealed significant association: integrated functions of the nervous system (OR = 3.617, p = 0.005), structure of the nervous system (OR = 1.961, p = 0.021), analytical and imaging modalities (OR = 2.212, p = 0.031), orientation of anatomical features (OR = 1.512, p = 0.037), and abnormalities in the nervous system (OR = 2.413, p = 0.002). Interaction with patients with neurological diseases was positively correlated with the students’ academic performance.