Over the past decade, those in the field of neurology have made significant advances in several different areas, including improvements in image processing and technology, and a greater understanding of the underlying pathology of many neurological diseases. With these advances, the way neurology is taught has also changed. This includes curriculum changes, new styles of teaching, the introduction of telemedicine, and the evolving roles of teachers, educators, and academics.
Lawrence Robinson, MD, will deliver the Lambert Lecture at the 2024 Parkinson’s Disease and Movement Disorders (MDS) International Conference, held from September 27th to October 1st in Philadelphia, Pennsylvania, to explore the next generation of neuromuscular and electrical The lecture focused on the education of diagnosticians. . In his talk, Robinson, a senior scientist at Sunnybrook Research Institute in Toronto, Ontario, focused on the baby boomer generation and discussed the way neurology has been taught in the past and the approach needed for today’s generation of learners. We discussed the differences. He mentioned several adaptive teaching styles, including web-based teaching methods, video-based presentations, storytelling, instant feedback, coaching, and competency-based learning.
During the conference, Robinson spoke with NeurologyLive to provide an overview of the presentation and why this is a concerning topic. As part of the new iteration of NeuroVoices, Robinson provided insight into some of the aforementioned adaptive teaching styles, including the use of multimedia and flipped classroom models to more effectively engage students. He also noted the increasing role of artificial intelligence and technology in clinical practice, and that patients now come to the exam with more existing knowledge, which may or may not be more accurate. I also mentioned that. Additionally, he emphasized the importance of building strong personal connections with trainees and using humor as a valuable tool in the educational process.
NeurologyLive: Why was this an interesting topic for you?
Lawrence Robinson, MD: I’ve been interested in education for several years now because part of my job is training people in electrodiagnostic medicine. And then I realized that things had changed. When I was in medical school, I had three sources of information: textbooks, lectures, and clinical preceptors. These were generally reliable, and the institutions that vetted them could be trusted to ensure that the information was true.
Today’s learners are completely different. They have so many resources and expect to have immediate access to technology. Just pull out your phone and have instant access to hundreds or thousands of resources. You can search for something on Google or watch a video. They have countless social media resources. Therefore, while they have access to more information, they also face contradictory information. How do we know if the first page of a Google search is really accurate? How do they avoid confirmation bias, articles and posts that only confirm what they already think? Today of learners are also dealing with shortened attention spans. They’re used to short TikTok videos, but it’s not the same as reading an entire chapter in a textbook.
So, while they may have access to more information, they struggle with critical thinking, a skill that is very important for electrodiagnostics. I think as baby boomers we need to learn to cater to their needs. That means using multimedia resources, teaching critical thinking in new ways, using more standardized tests, and ultimately adapting to the times.
What are the challenges in educating the next generation of neuromuscular and electrodiagnostic professionals?
I think one of the biggest challenges is teaching critical thinking – how to sort through all the information and figure out what’s relevant, relevant, and trustworthy. There are tools to help you with this. One of the tools is the “1-minute preceptor.” Ask learners for answers, explain why, and explore supporting evidence. Finally, give feedback on what went well and what went wrong while teaching general principles.
Another challenge is teaching them how to process information. As teachers, we tend to think to ourselves and not say what we think. I think it’s really helpful for learners if they can think out loud more – if they can express their uncertainties, their decision-making processes, how they gather information and come to conclusions. It’s a challenge, but we can definitely accomplish it. It means tolerating uncertainty, such as when the diagnosis is not yet known, and expressing that uncertainty to the trainee.
Conversely, what are the biggest opportunities for the next generation of clinicians?
One of the themes we discussed at the conference was the confluence of the two pipelines. It’s the learners we’ve been talking about and all the new technology that’s coming. There are some huge opportunities with artificial intelligence, especially when it comes to documentation and diagnostics.
Learning methods are also evolving. For example, we were attending a session on musculoskeletal mimicry of radiculopathy, and there are so many physical exam findings to learn about. In the past, you had to find someone who knew how to do something and have them teach you directly. Now you can go to YouTube and find people demonstrating these exam techniques. The availability of information today is a huge opportunity. When I was training, I had to go to the library and look for citations and physically look through journals. Now everything is readily available online.
What is a flipped classroom? Why can it be an effective teaching style?
Flipped classrooms have been developed in the last 10 to 20 years and are completely different from traditional lectures. In a traditional lecture, speakers prepare slides and speak for about an hour. During that time, the learner listens, perhaps takes notes, and perhaps thinks about other things, such as dinner plans or what it means when the spouse says everything is okay. By the end, the learner may remember some points, but not many.
In a flipped classroom, the order is reversed. Learners prepare in advance by reviewing study materials such as chapters, review papers, and multimedia content. Then use face-to-face time to discuss key points, check learners’ understanding, and answer questions. This promotes independent learning, retains information, and allows learners to be more engaged. Additionally, it saves time. If you have already done the preparation work, you do not need to spend an hour on the lecture.
How do you think the care of patients with neuromuscular disorders will change in the coming years?
That’s an interesting question. One of the changes I’ve seen is that patients are coming to us more educated. They watch medical lectures on YouTube, research their disorders online, and have a lot of knowledge, some of which is true and some of which is not. So let’s start from a different point.
Another evolution is medical imaging technology. This allows us to see things that were previously invisible, which is useful, but it also creates challenges. Imaging tests always show minor abnormalities, so patients worry about those changes, like imaging tests of the lumbar or cervical spine. Completely normal MRI results are rare. Patients come to us worried about degenerative changes, but we have to explain that these are normal. There is also a saying: Don’t become a “vomiter”, a victim of medical imaging technology. If an imaging test shows something, it can send you down a rabbit hole of further tests and treatments, which can lead to unnecessary complications.
Do you have any final comments on the topic of conversation?
I encourage building strong personal relationships with trainees and teams when it comes to education. One way to do this is to set clear expectations at the outset. I ask my trainees three questions. What did they major in during undergrad? What are their rotation goals? What are their interests outside of medicine? This helps us connect with them and focus on their goals.
Another way to build connections is through humor. Humor in education can reduce stress, build team camaraderie, and make learning more fun. Therefore, I encourage everyone to consider incorporating humor into their education.
