The “Neurospeed” game: a fun tool to learn the neurological semiology | BMC Medical Education5 min read
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.
Schon F, Hart P, Fernandez C. Is clinical neurology really so difficult? J Neurol Neurosurg Psychiatry. 2002;72(5):557–9.
Moore FGA, Chalk C. The essential neurologic examination: what should medical students be taught? Neurology. 2009;72(23):2020–3.
Conway S, Tubridy N. “Neurophobia”: more nurture than nature? Ir Med J. 2018;111(3):710.
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.
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.
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.
Schaefer SM, Dominguez M, Moeller JJ. The future of the lecture in neurology education. Semin Neurol. 2018;38(4):418–27.
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.
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.
Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990;65(9 Suppl):S63–7.
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.
Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018;18(1):38.
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.
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.
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.
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.
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.
Samarakoon L, Fernando T, Rodrigo C. Learning styles and approaches to learning among medical undergraduates and postgraduates. BMC Med Educ. 2013;13:42.
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.
Lujan HL, DiCarlo SE. First-year medical students prefer multiple learning styles. Adv Physiol Educ. 2006;30(1):13–6.
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.
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.
Bourgeois A, Chelazzi L, Vuilleumier P. How motivation and reward learning modulate selective attention. Prog Brain Res. 2016;229:325–42.
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.
Kober SE, Wood G, Kiili K, Moeller K, Ninaus M. Game-based learning environments affect frontal brain activity. PLoS One. 2020;15(11):e0242573.
Bäuml K-H, Kuhbandner C. Positive moods can eliminate intentional forgetting. Psychon Bull Rev. 2009;16(1):93–8.
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.
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.
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.
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.
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.
Cook DA, Artino AR. Motivation to learn: an overview of contemporary theories. Med Educ. 2016;50(10):997–1014.
Sandrone S, Carlson C. Gamification and game-based education in neurology and neuroscience: applications, challenges, and opportunities. Brain Disorders. 2021;1:100008.
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.
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.
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.
Lim EC-H, Seet RCS. Using an online neurological localisation game. Med Educ. 2008 Nov;42(11):1117.
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.
Schuh L, Burdette DE, Schultz L, Silver B. Learning clinical neurophysiology: gaming is better than lectures. J Clin Neurophysiol. 2008;25(3):167–9.