December 22, 2024

Education For Live

Masters Of Education

The “Neurospeed” game: a fun tool to learn the neurological semiology | BMC Medical Education

The “Neurospeed” game: a fun tool to learn the neurological semiology | BMC Medical Education
  • Liu C-H, Hsu L-L, Hsiao C-T, Hsieh S-I, Chang C-W, Huang ES, et al. Core neurological examination items for neurology clerks: a modified Delphi study with a grass-roots approach. PLoS One. 2018;13(5):e0197463.

    Article 

    Google Scholar
     

  • Schon F, Hart P, Fernandez C. Is clinical neurology really so difficult? J Neurol Neurosurg Psychiatry. 2002;72(5):557–9.

    Article 

    Google Scholar
     

  • Moore FGA, Chalk C. The essential neurologic examination: what should medical students be taught? Neurology. 2009;72(23):2020–3.

    Article 

    Google Scholar
     

  • Conway S, Tubridy N. “Neurophobia”: more nurture than nature? Ir Med J. 2018;111(3):710.


    Google Scholar
     

  • Tarolli CG, Józefowicz RF. Managing Neurophobia: how can we meet the current and future needs of our students? Semin Neurol. 2018;38(4):407–12.

    Article 

    Google Scholar
     

  • Flanagan E, Walsh C, Tubridy N. ‘Neurophobia’–attitudes of medical students and doctors in Ireland to neurological teaching. Eur J Neurol. 2007;14(10):1109–12.

    Article 

    Google Scholar
     

  • Pakpoor J, Handel AE, Disanto G, Davenport RJ, Giovannoni G, Ramagopalan SV, et al. National survey of UK medical students on the perception of neurology. BMC Med Educ. 2014;14:225.

    Article 

    Google Scholar
     

  • Schaefer SM, Dominguez M, Moeller JJ. The future of the lecture in neurology education. Semin Neurol. 2018;38(4):418–27.

    Article 

    Google Scholar
     

  • Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci U S A. 2014;111(23):8410–5.

    Article 

    Google Scholar
     

  • Taylor DCM, Hamdy H. Adult learning theories: implications for learning and teaching in medical education: AMEE guide no. 83. Med Teach. 2013;35(11):e1561–72.

    Article 

    Google Scholar
     

  • Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990;65(9 Suppl):S63–7.

    Article 

    Google Scholar
     

  • Sandrone S, Berthaud JV, Carlson C, Cios J, Dixit N, Farheen A, et al. Strategic considerations for applying the flipped classroom to neurology education. Ann Neurol. 2020;87(1):4–9.

    Article 

    Google Scholar
     

  • Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018;18(1):38.

    Article 

    Google Scholar
     

  • Gorbanev I, Agudelo-Londoño S, González RA, Cortes A, Pomares A, Delgadillo V, et al. A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Med Educ Online. 2018;23(1):1438718.

    Article 

    Google Scholar
     

  • van Gaalen AEJ, Brouwer J, Schönrock-Adema J, Bouwkamp-Timmer T, Jaarsma ADC, Georgiadis JR. Gamification of health professions education: a systematic review. Adv Health Sci Educ Theory Pract. 2021;26(2):683-711.

  • Raskurazhev A, Kuznetsova P, Khizhnikova AE, Klochkov A, Bakulin I, Annushkin V, et al. Neuropoly: an educational board game to facilitate neurology learning. Front Syst Neurosci. 2021;15:688210.

    Article 

    Google Scholar
     

  • Garcin B, Mariani LL, Méneret A, Mongin M, Delorme C, Cormier F, et al. The “neurological hat game”: a fun way to learn the neurological semiology. Rev Neurol (Paris). 2019;175(9):528–33.

    Article 

    Google Scholar
     

  • Huber J, Witti M, Schunk M, Fischer MR, Tolks D. The use of the online inverted classroom model for digital teaching with gamification in medical studies. GMS. J Med Educ. 2021;38(1):Doc3.


    Google Scholar
     

  • Sandrone S, Albert DV, Dunham SR, Kraker J, Noviawaty I, Palm M, et al. Training in neurology: how lessons learned on teaching, well-being and telemedicine during the COVID-19 pandemic can shape the future of neurology education. Neurology. 2021. https://doi.org/10.1212/WNL.0000000000012010.

  • Clément A, Delage R, Chollier M, Josse L, Gaudry S, Zahar J-R, et al. Prospective study on a fast-track training in psychiatry for medical students: the psychiatric hat game. BMC Med Educ. 2020;20(1):373.

    Article 

    Google Scholar
     

  • Samarakoon L, Fernando T, Rodrigo C. Learning styles and approaches to learning among medical undergraduates and postgraduates. BMC Med Educ. 2013;13:42.

    Article 

    Google Scholar
     

  • Urval RP, Kamath A, Ullal S, Shenoy AK, Shenoy N, Udupa LA. Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance. Adv Physiol Educ. 2014;38(3):216–20.

    Article 

    Google Scholar
     

  • Lujan HL, DiCarlo SE. First-year medical students prefer multiple learning styles. Adv Physiol Educ. 2006;30(1):13–6.

    Article 

    Google Scholar
     

  • Ricker TJ, Nieuwenstein MR, Bayliss DM, Barrouillet P. Working memory consolidation: insights from studies on attention and working memory. Ann N Y Acad Sci. 2018;1424(1):8–18.

    Article 

    Google Scholar
     

  • Friedlander MJ, Andrews L, Armstrong EG, Aschenbrenner C, Kass JS, Ogden P, et al. What can medical education learn from the neurobiology of learning? Acad Med. 2011;86(4):415–20.

    Article 

    Google Scholar
     

  • Bourgeois A, Chelazzi L, Vuilleumier P. How motivation and reward learning modulate selective attention. Prog Brain Res. 2016;229:325–42.

    Article 

    Google Scholar
     

  • Shigemune Y, Abe N, Suzuki M, Ueno A, Mori E, Tashiro M, et al. Effects of emotion and reward motivation on neural correlates of episodic memory encoding: a PET study. Neurosci Res. 2010;67(1):72–9.

    Article 

    Google Scholar
     

  • Kober SE, Wood G, Kiili K, Moeller K, Ninaus M. Game-based learning environments affect frontal brain activity. PLoS One. 2020;15(11):e0242573.

    Article 

    Google Scholar
     

  • Bäuml K-H, Kuhbandner C. Positive moods can eliminate intentional forgetting. Psychon Bull Rev. 2009;16(1):93–8.

    Article 

    Google Scholar
     

  • Augustyniak RA, Ables AZ, Guilford P, Lujan HL, Cortright RN, DiCarlo SE. Intrinsic motivation: an overlooked component for student success. Adv Physiol Educ. 2016;40(4):465–6.

    Article 

    Google Scholar
     

  • Adcock RA, Thangavel A, Whitfield-Gabrieli S, Knutson B, Gabrieli JDE. Reward-motivated learning: mesolimbic activation precedes memory formation. Neuron. 2006;50(3):507–17.

    Article 

    Google Scholar
     

  • Wittmann BC, Schott BH, Guderian S, Frey JU, Heinze H-J, Düzel E. Reward-related FMRI activation of dopaminergic midbrain is associated with enhanced hippocampus-dependent long-term memory formation. Neuron. 2005;45(3):459–67.

    Article 

    Google Scholar
     

  • Schmidt HG, Mamede S. How cognitive psychology changed the face of medical education research. Adv Health Sci Educ Theory Pract. 2020;25(5):1025–43.

    Article 

    Google Scholar
     

  • Young JQ, Van Merrienboer J, Durning S, Ten Cate O. Cognitive load theory: implications for medical education: AMEE guide no. 86. Med Teach. 2014;36(5):371–84.

    Article 

    Google Scholar
     

  • Cook DA, Artino AR. Motivation to learn: an overview of contemporary theories. Med Educ. 2016;50(10):997–1014.

    Article 

    Google Scholar
     

  • Sandrone S, Carlson C. Gamification and game-based education in neurology and neuroscience: applications, challenges, and opportunities. Brain Disorders. 2021;1:100008.

    Article 

    Google Scholar
     

  • Akl EA, Pretorius RW, Sackett K, Erdley WS, Bhoopathi PS, Alfarah Z, et al. The effect of educational games on medical students’ learning outcomes: a systematic review: BEME guide no 14. Med Teach. 2010;32(1):16–27.

    Article 

    Google Scholar
     

  • Roze E, Worbe Y, Louapre C, Méneret A, Delorme C, McGovern E, et al. Miming neurological syndromes improves medical student’s long-term retention and delayed recall of neurology. J Neurol Sci. 2018;391:143–8.

    Article 

    Google Scholar
     

  • Roze E, Flamand-Roze C, Méneret A, Ruiz M, Le Liepvre H, Duguet A, et al. “The move”, an innovative simulation-based medical education program using roleplay to teach neurological semiology: students’ and teachers’ perceptions. Rev Neurol (Paris). 2016;172(4–5):289–94.

    Article 

    Google Scholar
     

  • Lim EC-H, Seet RCS. Using an online neurological localisation game. Med Educ. 2008 Nov;42(11):1117.

    Article 

    Google Scholar
     

  • Matthias AT, Nagasingha P, Ranasinghe P, Gunatilake SB. Neurophobia among medical students and non-specialist doctors in Sri Lanka. BMC Med Educ. 2013;13:164.

    Article 

    Google Scholar
     

  • Schuh L, Burdette DE, Schultz L, Silver B. Learning clinical neurophysiology: gaming is better than lectures. J Clin Neurophysiol. 2008;25(3):167–9.

    Article 

    Google Scholar
     

  • Copyright © admhduj.com All rights reserved. | Newsphere by AF themes.