New innovations and educational process in undergraduate neurology education in blended learning

ABSTRACT

Many undergraduate students suffer from ‘neurophobia,’ which refers to a lack of knowledge or confidence in neurology, and this can influence their career choices. Various measures have been taken to address this issue, including the implementation of new technologies and methodologies. Significant advancements have been made in the development of blended learning, and the integration of student-centered learning modules, multimedia, and web-based devices has become a common teaching approach. Nonetheless, the optimal delivery form, as well as assessment for the selected learning format and teaching quality in both theory and clinical practice, are being investigated. The purpose of this review is to provide a summary of the current understanding of blended learning as well as innovative methods, technologies, and assessments of undergraduate neurology education. It aims to highlight opportunities for implementing a novel, comprehensive learning model with a suitable blended learning method within a framework of customized technology-assessment processes for future neurology classes, encompassing both theoretical and clinical training.

KEYWORDS:

• Undergraduate education
• neurologic education
• technology
• assessment
• blended learning

Financial/Other relationships

The authors have no relevant affiliations or financial involvement with any organization or entity with a financial interest in or financial conflict with the subject matter or materials discussed in the manuscript. This includes employment, consultancies, honoraria, stock ownership or options, expert testimony, grants or patents received or pending, or royalties. Peer reviewers on this manuscript have no relevant financial or other relationships to disclose.

Acknowledgments

The authors would like to thank the researchers and study participants for their contributions.

Author’s contribution

All authors contributed to the study conception and design; Chuansheng Zhao and Yefei Sun contributed to conception and design of the review; Siyu Mu wrote the drafts of the paper and prepared figures and/or tables; Jingman Hu and Fangxi Liu authored or reviewed drafts of the paper, and approved the final draft. All authors read and approved the final manuscript.

Additional information

Funding

This study was supported by the National Natural Science Foundation of China (No. 82071467); Innovation Team Support Plan of Universities in Liaoning Province (No. LT2019015); Liaoning Provincial Key Research and Development Guidance Program (No. 2019JH8/10300002); Liaoning Revitalization Talents Plan (No. XLYC1802097); and the Research topic of online education teaching for graduate students of Chinese medicine (No. B-YXC20200201-01).