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The challenges and principles of teaching clinical neuroscience
  1. Joseph T Anderson1,2
  1. 1Neurology Department, University Hospital of Wales, Cardiff, UK
  2. 2School of Medicine, Cardiff University, Cardiff, UK
  1. Correspondence to Dr Joseph T Anderson, Neurology Department, University Hospital of Wales, Cardiff CF14 4XW, UK; AndersonJT1{at}

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Current challenges

The term ‘neurophobia’ has come to represent the fear and avoidance of ‘neuro’ among students and doctors in the UK and internationally.1 ,2

However, as the age of the population increases, so does the incidence and prevalence of many common neurological conditions. Students cannot avoid caring for patients with neurological disease in their future careers, and thus we must equip students with the knowledge and skills to assess and treat them. Furthermore, if we can interest more students in neurology as a career, this will sustain the high calibre of trainees in neurology.

Suggestions on improving teaching and learning of neurology in its main setting, the outpatient clinic, are provided elsewhere in this issue;3 other useful teaching methods have also been described.4 ,5 Understanding the principles underlying teaching methods will allow busy clinicians to develop their own approach, suited to their own situation.

Some approaches to teaching and learning

Most neurologists will be familiar with the key approaches for planning teaching and learning in undergraduate neurology, as they use them already in postgraduate training.

  • Make teaching realistic, relevant and case-based, using …

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  • Competing interests None.

  • Patient consent Obtained.

  • Provenance and peer review Commissioned; internally peer reviewed.

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