MedEdPORTAL (Feb 2013)
The “Clinical Neuroscience Method:” Using Learning Tools to Embed Neuroscience Concepts into a Clinical Framework
Abstract
Abstract Introduction The fields of clinical psychiatry and clinical neurology should effectively explain the processes of the central nervous system (CNS). However, it is unclear if trainees in either specialty are exposed to didactic tools that frame higher order CNS processes such as decision making, belief formation, or memory reconstruction in brain-based scientific language. This resource is an active learning tool meant to incorporate cognitive neuroscience concepts and language into a clinical curriculum. It was originally designed for use in psychiatry residency programs, and the text will often imply its use in psychiatry training. Because it is based on functional neuroanatomy, however, it can easily be modified to teach learners with differing levels of neuroscience knowledge, including medical students, neurology residents and practicing psychiatrists and neurologists. Methods The resource is designed to be modular so that educators can integrate cognitive neuroscience concepts and paradigms into typical “in the trenches” clinical discussions. The 2-hour session includes a PowerPoint presentation as well as small-group activities, and large-group discussions. The materials may be modified into a 1-hour educator-led demonstration. Results In various forms, this approach to incorporating cognitive neuroscience and the language of brain systems into psychiatry didactics has been used by the author over the past 5 years within the University of California, San Francisco Department of Psychiatry's residency training program. The feedback from the 2010–2011 academic year was largely positive, with trainees rating the overall value of each course an average of 4.36 out of 5, and the clinical relevance of each course 4.29 out of 5. Based on a number of learner comments, the team-based approach in particular was very well-received. Discussion The teaching tools included herein are designed to transform the language of biologic discussion as it relates to behavioral presentations from that of molecules, receptors, and cells into that of circuits, systems, and functions. In this way, we can best prepare our trainees to be neuroscience-ready on the wards, in the office, and throughout their careers.
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