| Title |
Medical students’ experience of emotions and success in neurological studies – What do they tell us?
|
|---|---|
| Published in |
BMC Medical Education, April 2017
|
| DOI | 10.1186/s12909-017-0905-4 |
| Pubmed ID | |
| Authors |
Hanna Ansakorpi, Marja-Liisa Sumelahti, Raimo Kaasila |
| Abstract |
There is a need to develop effective educational experience in neurology to improve the students' skills in diagnosing and managing patients with neurological symptoms or disease. The aim of this study was to investigate the medical students' attitudes and emotions towards neurology before and after the four week clinical course at two Finnish Universities in order to find elements to improve effective learning by decreasing the emotional stress in medical studies. In this two-stage study, 58 medical students participated in an internet survey with open-ended questions after completing a clinical neurology course. In the content analysis of this survey 20 students (35%) were identified with negative anticipation towards neurology before undertaking the clinical neurology course. In the second phase of the study, the narrative analysis method was used to analyse the face-to-face interviews. Two of these interviews are described in this paper and represent cases who expressed negative emotions in both online survey and narrative interview. According to the content analysis, the principal emotions that were experienced at the beginning of the clinical neurology course were insecurity about personal performance (n = 19, 95%) anxiety (n = 9, 45%) and fear (n = 6, 30%). During the course the combined negative emotions (insecurity, anxiety, and fear) decreased in 80% of students (16/20 cases), remained unchanged in 15% (3/20) and could not be evaluated in 1 (5%) case. The main reasons for the observed negative anticipation were the complexity of neurology and challenges in the interpretation of clinical findings. Based on content analysis and narratives, elements that were evaluated as the most significant contributors in reducing this included small group teaching with real patients, teachers' expertise and the increase in self-confidence. Teaching with appropriate didactic methodology and feedback, and plenty of practical training can improve effective learning in neurology. We suggest that the pedagogic competence of the clinical teacher influences a student's motivation and proficiency and reduce stress in neurology-related learning tasks. |
X Demographics
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Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Spain | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 103 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 103 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Bachelor | 20 | 19% |
| Student > Master | 13 | 13% |
| Student > Ph. D. Student | 9 | 9% |
| Researcher | 8 | 8% |
| Student > Doctoral Student | 7 | 7% |
| Other | 17 | 17% |
| Unknown | 29 | 28% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 33 | 32% |
| Psychology | 10 | 10% |
| Social Sciences | 7 | 7% |
| Nursing and Health Professions | 6 | 6% |
| Neuroscience | 3 | 3% |
| Other | 12 | 12% |
| Unknown | 32 | 31% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 04 April 2017.
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#20,412,387
of 22,962,258 outputs
Outputs from BMC Medical Education
#3,171
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Outputs of similar age
#269,326
of 308,981 outputs
Outputs of similar age from BMC Medical Education
#42
of 47 outputs
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