Challenges for learning neuroradiology in undergraduate medical school: analysis from the students’ point of view

Esther De Alencar Araripe Falcão Feitosa,Carina De Oliveira Gregório,Carlos Eduardo Barros Jucá,Luiz Henrique Costa Neto,Paulo Goberlânio De Barros Silva,Letícia Nobre Limas

doi:10.1590/1981-5271v45.1-20200098.ing

Esther De Alencar Araripe Falcão Feitosa, Carina De Oliveira Gregório + Show 4 more

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https://doi.org/10.1590/1981-5271v45.1-20200098.ing

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Abstract

Abstract: Introduction: The teaching of neuroradiology in undergraduate medical school must be seen as an integration tool for the interdisciplinary study of radiology, anatomy and neurology. In practice, there is a limitation on the part of students in acquiring such knowledge, either due to “neurophobia”, or due to the lack of previous anatomical-radiological knowledge and also due to the lack of integrated didactic materials aimed at undergraduate school. However, there are few studies reporting the difficulties encountered by students in learning neuroradiology. Objective: To assess the perception of medical students about learning difficulties in neuroradiology. Method: Quantitative study, carried out with medical students enrolled in the second and seventh semesters of a university in Fortaleza. Data were obtained through a structured questionnaire with 12 yes or no answer questions. The questions addressed the possible difficulties encountered in acquiring neuroradiological knowledge, among them: the lack of targeted didactic material, the lack of integration with neurology, the need for basic radiological and anatomical knowledge, the large volume of content to study, and the limitations of active and traditional methodologies. Results: 181 questionnaires were analyzed. Most students report as difficulties: the need for basic knowledge of radiology (80.1%); neuroanatomy (77.5%); and to correlate radiology and neuroanatomy (70.9%). When comparing the 2nd semester and 7th semester groups, there was a greater tendency to point out the lack of practical knowledge of neurology by 2nd-semester students as a factor of greater difficulty in learning neuroradiology (82.6% versus 67.4 %, with p <0.0018). When asked about the usefulness of creating an e-book aimed at undergraduate students for learning neuroradiology, 85.6% of the students answered affirmatively; in the case of a mobile application, 92.3% agreed. As for the correlation between neuroradiology and medical practice, 98.3% answered that it is useful and necessary knowledge. Conclusion: In the students’ opinion, previous knowledge of neuroanatomy and clinical neurology is important for learning neuroradiology. The development of material such as an e-book or mobile application focused on integrating the teaching of these disciplines is considered a good alternative to facilitate the understanding of neuroradiology.

Highlights

The teaching of neuroradiology in undergraduate medical school must be seen as an integration tool for the interdisciplinary study of radiology, anatomy and neurology
When comparing the 2nd semester and 7th semester groups, there was a greater tendency to point out the lack of practical knowledge of neurology by 2nd-semester students as a factor of greater difficulty in learning neuroradiology (82.6% versus 67.4 %, with p
The first two sought to investigate whether the need for basic knowledge about radiology and neuroanatomy could represent a difficulty in the study of neuroradiology

Summary

Introduction

The teaching of neuroradiology in undergraduate medical school must be seen as an integration tool for the interdisciplinary study of radiology, anatomy and neurology. The lack of knowledge about the possible practical applications of what is being studied generates disinterest[7,8,9] Radiology, in this context, can assist in introducing clinical concepts in an introductory manner within the course, establishing a link with practical questions of everyday medical practice[10]. In this context, can assist in introducing clinical concepts in an introductory manner within the course, establishing a link with practical questions of everyday medical practice[10] It is increasingly common in medical courses to change the curricular matrix aiming to adopt active methodologies as the mainstays of teaching, allowing students to freely search for the necessary contents, empowering them through their own knowledge[11,12]. Regarding the latter, less traditional sources, they are often even more didactic, they tend to raise doubts about their reliability, somewhat limiting their use in a broader way[2]

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