What the child neurologist should know at the conclusion of training: history taking, examination, and formulation (and a few other generalizations).
Taking of neurological history, performance of neurological examination, and the employment of these sets of information to properly formulate a neurological question constitute the most fundamantal skills of the neurologist. Intelligent facility with these skills must be required of every child neurologist at the completion of training. They will subsequently be refined upon the basis of experience and wider knowledge of neurology and neuroscience which will improve upon the initial level of facility. There are other habits of mind and approach that must also be expected to have been awakened and refined by the time that formal training has been completed.
Department of Neurology, University of Virginia, Charlottesville, VA 22908-0394, USA. rsr6f@virginia.edu
Robert S
RS
Rust
D002648:Child; D002983:Clinical Competence / Q000592:standards*; D004503:Education, Medical, Graduate / Q000379:methods*; D006801:Humans; D009462:Neurology / Q000193:education*