Neurology. Education最新文献

[This corrects the article DOI: 10.1212/NE9.0000000000200086.].

Introduction: End-of-rotation assessments (ERAs) completed by clinical faculty supervising medical students are an important component of medical student performance during clinical rotations. The quality and quantity of the formative and/or summative comments provided by faculty to students on ERAs vary. The goal of this study was to better understand the experiences, limitations, and barriers that may affect faculty at a single institution and its affiliated sites when completing this assessment.

Methods: A qualitative study design was used, with phenomenology as the qualitative design of inquiry. Clinical faculty at 3 student rotation sites who worked with students and had filled out the electronic assessment form were asked to participate. A virtual platform was used to conduct semistructured interviews. Transcripts of the recorded interviews were reviewed and analyzed to identify emerging and recurrent themes.

Results: Eleven faculty members (8 men and 3 women) were interviewed. Most participants felt that the time spent with medical students was limited, compromising the assessment process-particularly at sites where they are assigned to inpatient service for 1 week at a time. Longer intervals between end-of-rotation and completing the assessment limited details in the narrative components. Some participants were hesitant to assign students lower scores and to write negative comments in their assessments. Although constructive comments could be provided verbally, they were not always stipulated as comments on the assessment form. Many were concerned that written comments could negatively affect a student's future career. The participants recognized the importance and benefit of writing comments specific to the individual student. Many opined that providing prewritten examples of suggested comments would result in a generic assessment.

Discussion: The experiences, limitations, and barriers that affected faculty members' ability to assess medical students at the end of the neurology rotation included limited time spent with students, a longer time taken to fill out the assessment form, and reluctance to write negative comments that could potentially affect a student's career. Specific comments about individual students were deemed important. Shorter and more frequent assessments, modifications to faculty schedules, faculty development initiatives, and adoption of a growth mindset are potential ways to overcome barriers faced by faculty.

Game-based learning (GBL) has emerged as a promising approach to engage students and promote deep learning in a variety of educational settings. Neurology and neuroscience are complex fields that require an understanding of intricate neural structures and their functional roles. GBL can support the acquisition and application of such knowledge. In this article, we give an overview of the current state of GBL in neuroscience education. First, we review the language of gaming, establishing conceptual definitions for game elements, gamification, serious games, and GBL. Second, we discuss a literature review of games in the educational literature for adult learners involved in neuroscience. Third, we review available games intended for neuroscience education. Finally, we share tips for educators interested in developing their own educational games. By leveraging the unique features of games, including interactivity, feedback, and immersive experiences, educators and learners can engage with complex neuroscience concepts in a fun, engaging, and effective way.