PT  - JOURNAL ARTICLE
AU  - Hinze, S
AU  - Loo, S
TI  - PERCEPTIONS OF LEARNING AND TEACHING IN POSTGRADUATE NEUROLOGY TRAINING
AID  - 10.1136/jnnp-2012-304200a.108
DP  - 2012 Nov 01
TA  - Journal of Neurology, Neurosurgery & Psychiatry
PG  - A29--A30
VI  - 83
IP  - Suppl 2
4099  - http://jnnp.bmj.com/content/83/Suppl_2/A29.4.short
4100  - http://jnnp.bmj.com/content/83/Suppl_2/A29.4.full
SO  - J Neurol Neurosurg Psychiatry2012 Nov 01; 83
AB  - Using questionnaires and interviews involving neurology registrars (n=40) and consultants (n=28), perceptions of learning and teaching in postgraduate neurology training in the UK were explored. There are significant differences between consultants and registrars. Registrars would prefer an approximately 50 : 50 split between structured teaching and self-studies whereas consultants gave preference to the latter. Consultants rated workplace based assessments (WBA) higher than journal clubs for learning purposes compared to trainees. For both groups however, WBA including multi source feedback feature among the least favourable. A highly appreciated example of excellent formal teaching and learning among both groups are ‘Grand Round’ meetings. The two groups had fairly similar views with regards to greater emphasis on outpatient over inpatient exposure (60% to 40%), but only consultants felt that there was a lack of follow up exposure in clinical training. There was general agreement for an emphasis on formative over summative assessment (2/3 to 1/3) and an equal balance between a competence and time based curriculum. Overall these results emphasize the importance of trainee involvement in curriculum design and implementation to ensure the provision of a stimulating learning environment. They also provide an attempt to provide quantitative (as well as qualitative) guidance for postgraduate training in neurology.