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Engaging teaching strategies in neurology: the flipped classroom and simulation training
  1. Catherine Albin1,
  2. Aaron L Berkowitz2
  1. 1Neurology, Emory University, Atlanta, Georgia, USA
  2. 2Neurology, Kaiser Permanente Bernard J Tyson School of Medicine, Pasadena, California, USA
  1. Correspondence to Dr Aaron L Berkowitz, Neurology, Kaiser Permanente Bernard J Tyson School of Medicine, Pasadena, CA 91101, USA; aaronlberkowitz{at}gmail.com

Abstract

Just as neurology continues to expand its diagnostic and therapeutic modalities, so too does neurology education continue to expand in its pedagogical modalities. In this article, we describe two educational techniques—the flipped classroom and simulation—that we have incorporated in our teaching of neurology to students and doctors in training, with some practical tips for their successful implementation.

  • CLINICAL NEUROLOGY

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Footnotes

  • Twitter @caseyalbin, @AaronLBerkowitz

  • Contributors CA and ALB were equally involved in the conception, drafting and revision of this manuscript.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests ALB receives publishing royalties from McGraw-Hill, HarperCollins, Oxford University Press and MedMaster.

  • Provenance and peer review Commissioned; externally peer reviewed by Matthew Jones, Manchester, UK.

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