{"title":"Is neurological differential diagnosis training included in predominantly theoretical teaching?","authors":"Virgilio Hernando-Requejo , Marta Ochoa Mulas","doi":"10.1016/j.edumed.2024.100934","DOIUrl":null,"url":null,"abstract":"<div><h3>Introduction</h3><p>We evaluated whether an eminently theoretical undergraduate teaching of neurology includes adequate training to perform neurological differential diagnoses.</p></div><div><h3>Methods</h3><p>In 2023, 165 students received theoretical and practical hospital classes. They had the option of continuous evaluation, and as part of it, the final exercise, conducted after the theoretical exam, involved creating a list of differential diagnoses for a patient presenting with dysphagia<!--> <!-->+<!--> <!-->dysarthria<!--> <!-->+<!--> <!-->diplopia. The responses were evaluated by comparing them with a \"gold-standard” (the result of the same exercise performed by 5 experienced neurologists), and these results were compared with the theoretical grade.</p></div><div><h3>Results</h3><p>61 students participated. To analyze the relationship between the exercise grade and the theoretical exam, we used the Pearson correlation coefficient, which yielded a result of 0.052 (<em>p</em> <!-->=<!--> <!-->.690).</p></div><div><h3>Conclusion</h3><p>Our data suggest that an eminently theoretical undergraduate education may not be adequate for acquiring skills in neurological differential diagnosis.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000494/pdfft?md5=6b70c0759a84e7b7f1f56977a1b50629&pid=1-s2.0-S1575181324000494-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educacion Medica","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1575181324000494","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction
We evaluated whether an eminently theoretical undergraduate teaching of neurology includes adequate training to perform neurological differential diagnoses.
Methods
In 2023, 165 students received theoretical and practical hospital classes. They had the option of continuous evaluation, and as part of it, the final exercise, conducted after the theoretical exam, involved creating a list of differential diagnoses for a patient presenting with dysphagia + dysarthria + diplopia. The responses were evaluated by comparing them with a "gold-standard” (the result of the same exercise performed by 5 experienced neurologists), and these results were compared with the theoretical grade.
Results
61 students participated. To analyze the relationship between the exercise grade and the theoretical exam, we used the Pearson correlation coefficient, which yielded a result of 0.052 (p = .690).
Conclusion
Our data suggest that an eminently theoretical undergraduate education may not be adequate for acquiring skills in neurological differential diagnosis.
期刊介绍：
Educación Médica, revista trimestral que se viene publicando desde 1998 es editada desde enero de 2003 por la Fundación Educación Médica. Pretende contribuir a la difusión de los estudios y trabajos que en este campo se están llevando a cabo en todo el mundo, pero de una manera especial en nuestro entorno. Los artículos de Educación Médica tratarán tanto sobre aspectos prácticos de la docencia en su día a día como sobre cuestiones más teóricas de la educación médica. Así mismo, la revista intentará proporcionar análisis y opiniones de expertos de reconocido prestigio internacional.
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