Integration of Patients into First-year Neuroscience Medical Curriculum

Highlights

• Students–patients interaction enhances neuroscience and clinical neurology.

• Integration of neurological diseases in the first year has a functional utility.

• Experiences with actual patients strengthen the clinical concepts learned in the classroom.

Abstract

Background

A medical neuroscience curriculum that integrates broad categorization of neurological diseases in the first year of medical education has a functional utility to strengthen the foundation of medical students in clinical neuroscience. Students–patients interactive activities could provide an understanding of core curricula for basic neuroscience and clinical neurology.

Methods

Twelve neurological patients, with varying neurological diseases, volunteered to share their medical experiences with small groups of students in a 30-minute session. A debriefing segment with clinical and biomedical science faculty and students followed these sessions. Two structured student surveys – a pre and posttests were administered.

Results

98.5% of students agreed (85.5% of these students strongly agreed) that patient integration into the first-year neuroscience module provided real-life experiences that were helpful in their understanding of clinical neuroscience. 95.6% of students agreed that their ability to interact with a diverse group of neurological patients was improved. Prior to the students–patients interactive session, only 91.1% of students agreed (52.6% of these students strongly agreed) that patient integration would be beneficial in their understanding of clinical neuroscience.

Discussion

The integration of patients into the neuroscience module provides better understanding of clinical concepts in neuroscience. It facilitates a meaningful discussions, stimulated critical thinking in neuroscience, and increased students׳ insights into patient–physician relationships, even at year one in the medical school, with significant real-life experiences.