Where's the logic in neurologic education?
Current practices in neurologic education, and medical education in general, are based largely on intuition and tradition rather than empiric evidence. Educational practices can and should be rigorously evaluated. The topics to be investigated fall into one or more of three broad categories: What should we teach? How should we teach it? How do we know what they have learned? This paper presents examples of research in each of these categories.
Gelb
Douglas J
DJ
Department of Neurology, University of Michigan, Ann Arbor, MI 48109, USA. dgelb@umich.edu
D004501:Education, Medical; D004504:Education, Medical, Undergraduate; D005069:Evaluation Studies as Topic; D019317:Evidence-Based Medicine; D005260:Female; D006801:Humans; D008128:Logic; D008297:Male; D009462:Neurology / Q000193:education*; D018794:Problem-Based Learning; D013663:Teaching; D013997:Time Factors