A Diverse Specialty: What Students Teach Us about Neurology and Neurophobia

Abstract

To explore what elective students learn about the specialty of Neurology.Methods: A prospective qualitative study using pre- and post-elective written questionnaires.Results: Analysis concentrated on three main themes: What did students learn about the specialty of Neurology What would they change about their experience Did their opinions change Major findings were (i) pre- and post-elective the most frequent response for what is the best thing about Neurology was the process of localization and (ii) post-elective students were less likely to cite the challenge or problem-solving aspect of Neurology as the best thing while more emphasized the importance of the physical exam and the variety of cases. (iii) Students were most surprised by the scope of neurological practice. (iv) They would diversify the setting of their elective to include less time spent in the emergency room and more time in clinic. (v) The perception of Neurology as a specialty in which patients have a poor prognosis was the opinion that changed the most.Conclusions: Showcasing the diversity of cases and careers in Neurology may be a useful strategy to increase interest in the specialty and reduce neurophobia. Lectures or small groups early in medical school should concentrate on clear examples of common neurological conditions and emphasize the role of general neurologists and subspecialists involved in patient care. Whenever possible students should rotate through different clinics and not concentrate exclusively on emergency room and in-patient cases.