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European journal of neurology
Mar, 2025;32 (3): e70061.

Neurology Undergraduate Medical Education: A Scoping Review.

L McElligott, A Ardilouze, J Moloney, A ElSheikhId, C Healy, H Leahy, K Babatunde, C Cahir, P Murphy, N Delanty, N McElvaney, S Byrne, E McGovern
Author Information
  1. L McElligott: Department of Neurology, Beaumont Hospital, Dublin, Ireland. ORCID
  2. A Ardilouze: School of Medicine, Royal College of Surgeons in Ireland, Dublin, Ireland.
  3. J Moloney: School of Medicine, Royal College of Surgeons in Ireland, Dublin, Ireland.
  4. A ElSheikhId: School of Medicine, Royal College of Surgeons in Ireland, Dublin, Ireland.
  5. C Healy: School of Medicine, Royal College of Surgeons in Ireland, Dublin, Ireland.
  6. H Leahy: School of Medicine, Royal College of Surgeons in Ireland, Dublin, Ireland.
  7. K Babatunde: School of Medicine, Royal College of Surgeons in Ireland, Dublin, Ireland.
  8. C Cahir: Data Science Centre, School of Population Health, Royal College of Surgeons in Ireland, Dublin, Ireland.
  9. P Murphy: Royal College of Surgeons in Ireland Library, Dublin, Ireland.
  10. N Delanty: Department of Neurology, Beaumont Hospital, Dublin, Ireland.
  11. N McElvaney: School of Medicine, Royal College of Surgeons in Ireland, Dublin, Ireland.
  12. S Byrne: School of Medicine, Royal College of Surgeons in Ireland, Dublin, Ireland.
  13. E McGovern: Department of Neurology, Beaumont Hospital, Dublin, Ireland.
PMID: 40079369 DOI: 10.1111/ene.70061

Abstract

PURPOSE: To map the current literature on undergraduate neurology medical education and research. Recommendations for future undergraduate neurology education and research are described.
METHOD: PRISMA-Scoping Review guidelines and Arksey and O'Malley's methodological framework are followed. Four databases and gray literature was searched with Oxford Evidence-Based Medicine level of evidence applied. A thematic framework was used to identify the main study outcomes. A narrative description and quantitative frequency analysis were used for results.
RESULTS: Nine-hundred and twenty-two articles were retrieved, 102 studies met the inclusion criteria. We identified four main study outcomes using a thematic framework. Our review found that (1) the main undergraduate neurology teaching styles are didactic and experiential teaching methods. (2) Research design of undergraduate neurology teaching is heterogenous. (3) The outcome measures most frequently used in undergraduate neurology research are student perception and knowledge.
CONCLUSION: Undergraduate neurology education research is challenging due to the heterogeneity in research design and teaching methodology. Evidence-based guidelines are limited. This gap in the literature represents an opportunity to develop tailored guidelines for undergraduate neurology education and research.

Keywords

education interventions medical education neurology

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Grants

  1. 21140A01/Royal College of Surgeons in Ireland

MeSH Term

Neurology
Education, Medical, Undergraduate
Humans
Journal Article Review

Word Cloud

Created with Highcharts 10.0.0neurologyundergraduateeducationresearchteachingliteratureguidelinesframeworkusedmainmedicalReviewthematicstudyoutcomesdesignUndergraduatePURPOSE:mapcurrentRecommendationsfuturedescribedMETHOD:PRISMA-ScopingArkseyO'Malley'smethodologicalfollowedFourdatabasesgraysearchedOxfordEvidence-BasedMedicinelevelevidenceappliedidentifynarrativedescriptionquantitativefrequencyanalysisresultsRESULTS:Nine-hundredtwenty-twoarticlesretrieved102studiesmetinclusioncriteriaidentifiedfourusingreviewfound1stylesdidacticexperientialmethods2Researchheterogenous3outcomemeasuresfrequentlystudentperceptionknowledgeCONCLUSION:challengingdueheterogeneitymethodologyEvidence-basedlimitedgaprepresentsopportunitydeveloptailoredNeurologyMedicalEducation:Scopinginterventions

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