Neuroanatomy Education: The Impact on Perceptions, Attitudes, and Knowledge of an Intensive Course on General Practice Residents

Autor/inn/en	Arantes, Mavilde; Barbosa, Joselina Maria; Ferreira, Maria Amélia
Titel	Neuroanatomy Education: The Impact on Perceptions, Attitudes, and Knowledge of an Intensive Course on General Practice Residents
Quelle	In: Anatomical Sciences Education, 10 (2017) 5, S.465-474 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arantes, Mavilde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1686
Schlagwörter	Anatomy; Science Instruction; Teaching Methods; Comparative Analysis; Control Groups; Experimental Groups; Science Tests; Scores; Intervention; Neurosciences; Instructional Effectiveness; Course Descriptions; Medical Education; Diseases; Clinical Diagnosis; Student Attitudes; Graduate Medical Education; Clinical Teaching (Health Professions); Clinical Experience + Suchen Sie Ihr Suchwort? Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Neuroscience; Neurowissenschaften; Neurowissenschaft; Unterrichtserfolg; Kursstrukturplan; Medizinische Ausbildung; Disease; Krankheit; Schülerverhalten
Abstract	General practitioners are responsible for the management of an increasing number of patients with neurological illness, and thus a solid education in neurosciences is a necessary component of their training. This study examines the effects of an intensive clinical neuroanatomy course on twenty general practice residents' perceptions, attitudes, and knowledge. A knowledge test was completed by the participants and by a control group at four different time points. The participants were asked to answer a questionnaire about their reasons for signing up for the course and their attitudes and perceptions toward the course experience. Experimental and control groups demonstrated identical mean baseline test scores. The experimental group significantly increased its test scores (plus 49.0% correct answers, a mean improvement of 120%) relative to controls after the educational intervention. There were no differences among scores from the evaluated time points after the educational intervention in the experimental group. In the control group, there were likewise no significant differences between the four evaluated time points. Most participants indicated that they signed up for the course to update/acquire knowledge and skills in the field of neurosciences, and also because they had difficulty in diagnosing and managing patients with neurological diseases. Participants' attitudes and perceptions toward the course experience were very positive. Most of the participants (n = 17; 85%) rated the course as "extremely useful," and 3 (15%) rated it as "very useful." This study provides evidence demonstrating the potential positive effect of neurosciences education to general practice residents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01