Article Text
Teaching neurology
Coma in 20 Questions
Abstract
Many colleagues find teaching neurology to today’s medical students can be more frustrating than rewarding. Although students are encouraged to expect excellence, some lack enthusiasm and fail to engage with the subject. Medical teachers may have to take some of the responsibility, and it is important that we learn from our own and each other’s teaching practice. This is a description of a teaching session for final year medical students. The subject is coma and some of the session takes the form of a game. The rationale and the desired outcome are explained. There is no copyright on this method of teaching.
Statistics from Altmetric.com
Read the full text or download the PDF:
Other content recommended for you
- Understanding the resistance to creating safer ice hockey: essential points for injury prevention
- Pupillary evaluation for differential diagnosis of coma
- The Bare Essentials
- Headaches and hormones: a potentially lethal combination
- Virtual plagues and real-world pandemics: reflecting on the potential for online computer role-playing games to inform real world epidemic research
- Apoplexy in a previously undiagnosed pituitary macroadenoma in the setting of recent COVID-19 infection
- Bickerstaff’s brainstem encephalitis associated with anti-GM1 and anti-GD1a antibodies
- The unconscious schoolgirl
- Violence in youth sports: hazing, brawling and foul play
- Guillain-Barré syndrome following SARS-CoV-2 vaccination in the UK: a prospective surveillance study