Objective: To assess the perception of Neurology residents on the use of active-learning methodologies in teaching movement disorders (MD) during their training.

Background: Active learning methodologies are essential in Neurology medical training, as they improve application of theoretical knowledge in clinical practice, stimulating critical thinking and promoting greater autonomy in learning (1,2,3). Regarding teaching MD, these approaches may be valuable, as they require detailed observation and precise interpretation of clinical signs and movement phenomenology.

Method: Cross-sectional study designed to evaluate perception of Neurology residents about active-learning methodologies in MD learning at Hospital Geral de Fortaleza, Brazil. All third-year Neurology residents who had completed the MD Outpatient Clinic active methodologies training, implemented since 2022, were included. Learning modules were structured in thematic sections addressing Parkinson’s disease, atypical parkinsonism, tremor, dystonia, myoclonus, tics, chorea, and tardive dyskinesia. Each section included four meetings: Opening Session (vignette of clinical case and video assessment), Closing Session (case discussion), scientific article discussion, and Gamification with Kahoot. After all modules, a Video Challenge was held. We applied a Likert-structured questionnaire containing 10 questions, divided into three main blocks: Learning Experience, Applicability and Retention of Knowledge, and Comparison with Traditional Methods.

Results: A total of 14 Neurology residents were included. In their perception, CBL facilitated the understanding of fundamental concepts for 92.8%. Additionally, 100% of the residents approved of the discussion of scientific articles and gamification. Confidence in discussing clinical cases increased to 92.9%, and 71.4% evaluated that the method facilitated correlation between theory and practice. Compared to traditional teaching methods, 64.3% of residents found this approach to be more effective, and 92.9% would recommend its implementation in other courses.

Conclusion: Residents’ positive perception of this structured student-centered approach reinforces its value in MD’ training, suggesting that active learning strategies can significantly optimize engagement, retention, and practical application of knowledge.

References: 1.Shoirah H, Ntranos A, Brandstadter R, Liu Y, Medina E, Kwan J, Krieger S. Education Research: Resident Education through Adult Learning in Neurology – Implementation and Impact. Neurology. 2018;91(5):234-238.
2.Schaefer SM, Dominguez M, Moeller JJ. The Future of the Lecture in Neurology Education. Semin Neurol. 2018 Aug;38(4):418-427.
3.Li X., Zhang L., Sun W., Lei M., Li Y., Zhang J., Huang X. Comparison of the effects of different teaching methods on the effectiveness of teaching neurology in China: a Bayesian network meta-analysis and systematic review. BMC Medical Education. 2024; 24:1560.

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MDS Abstracts - https://www.mdsabstracts.org/abstract/active-learning-methodologies-in-the-teaching-of-movement-disorders-in-neurology-residency/