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Educational interventions in neurology: a comprehensive systematic review
Author(s) -
McColgan P.,
McKeown P. P.,
Selai C.,
DohertyAllan R.,
McCarron M. O.
Publication year - 2013
Publication title -
european journal of neurology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.881
H-Index - 124
eISSN - 1468-1331
pISSN - 1351-5101
DOI - 10.1111/ene.12144
Subject(s) - randomized controlled trial , medicine , neurology , psychological intervention , systematic review , medline , evidence based medicine , family medicine , alternative medicine , psychiatry , pathology , political science , law
A fear of neurology and neural sciences (neurophobia) may have clinical consequences. There is therefore a need to formulate an evidence‐based approach to neurology education. A comprehensive systematic review of educational interventions in neurology was performed. BEI , C ochrane Library, D ialog Datastar, EBSCO B iomedical, EBSCO P sychology & B ehavioral S ciences, EMBASE , ERIC , F irst S earch, MDC onsult, M edline, P roquest M edical L ibrary and W eb of K nowledge databases were searched for all published studies assessing interventions in neurology education among undergraduate students, junior medical doctors and residents up to and including J uly 2012. Two independent literature searches were performed for relevant studies, which were then classified for level of evidence using the Centre of Evidence‐based Medicine criteria and four levels of K irkpatrick educational outcomes. One systematic review, 16 randomized controlled trials ( RCT s), nine non‐randomized cohort/follow‐up studies, 33 case series or historically controlled studies and three mechanism‐based reasoning studies were identified. Educational interventions showed favourable evaluation or assessment outcomes in 15 of 16 (94%) RCT s. Very few studies measured subsequent clinical behaviour (two studies) and patient outcomes (one study). There is very little high quality evidence of demonstrably effective neurology education. However, RCT s are emerging, albeit without meeting comprehensive educational criteria. An improving evidence base in the quality of neurology education will be important to reduce neurophobia.