Abstract Details

COVID-19 created a new barrier to medical education by reducing trainee participation in patient care. Neurophobia is still present in up to 50% of medical students. To encourage critical thinking, we developed a series of virtual case-based resident-led discussions (‘NeuroLytes’), simulating neurological cases.

Evaluate the role of virtual case-based discussions lead by neurology residents at supplementing the standard didactic series in the neurology clerkship.

Second and third year medical students were enrolled in NeuroLytes during their neurology clerkship. Each rotation was divided into two groups (one group participating earlier). Each group received a virtual case discussion weekly (migraine and multiple sclerosis (MS)). Both groups completed surveys regarding perception of the experience and a quiz of 10 questions regarding case knowledge, followed by 7 questions regarding confidence on clinical reasoning.

108 students participated in NeuroLytes. Over 96% of students that discussed both cases had a score ≥7/10 in knowledge questions compared with 72.9% of students that did not attend any cases (p=0.005). Over 80% of students that participated in NeuroLytes felt confident in identifying clinical findings of neurological diseases compared to 52.2% of students who had not (p=0.026). Students who participated in NeuroLytes also felt more comfortable building a preliminary differential diagnosis after receiving an initial patient history (90.3% compared to 69.6%, p=0.052).

Medical students participating in NeuroLytes reported perceived improvement in formulating differentials and identifying common neurological diseases. Virtual case-based discussions could be an effective supplemental learning tool for developing clinical reasoning.