CORE goals and objectives:
- Learn the neurological exam.
Learn localization in neurology.
- Curriculum: Residents, attendings
and preceptors in the hospital and clinic settings will
teach the advanced neurological exam. During Thursday
didactics in Seattle, a systematic review of the neurological
exam will occur.
- Benchmark: Two parts of the neurological
exam will be benchmarked. The reflex and sensory exams.
To learn the exams you will practice them in Thursday
didactics, and you can read about the exams and watch
a video by going to Mini-CEX.
- Test: Demonstrate either the reflex
or sensory exam benchmark in a clinical setting while
observed by your preceptor. The CEX cards are incorporated
into the pocket syllabus. You must repeat the CEX until
a pass score is achieved. Cards will be collected at the
end of the course.
Understand a bioethical issue in neurology.
- Curriculum: For this course, the nervous
system will be divided into 7 levels. They are brain,
brain stem, spinal cord, motor neuron, peripheral nerve,
neuromuscular junction, and muscle.
- Benchmark: Features of each level
will be taught at orientation, reviewed during Thursday
didactics, and can be found in the pocket syllabus or
by clicking here.
- Test: Six cases
will be assigned during the clerkship. Localization is
an integral part of each web-based case. Answers are emailed
to the clerkship director for review, and case discussion
will occur during Thursday didactics or by video lecture
for WWAMI students.
Have clinical exposure to several neurological diseases.
- Curriculum: Bioethical issues arise
frequently in neurology. You are required to identify,
observe, and reflect on at least one clinical scenario
during the clerkship.
- Benchmark: Three bioethical issues
will be benchmarked. Each issue is linked to the Ethics
In Medicine website. They are Breaking
Bad News, Do
Not Resuscitate Order, and Termination
of Life-Sustaining Treatment. See the Mini-CEX
tab for details.
- Test: Write a reflection on one of
the three bioethical options, and email to the clerkship
director for review.
Receive mid-rotation feedback
- Curriculum: It is expected that students
will have broad exposure to patients with neurological
disease no matter what site they are assigned.
- Benchmark: See at least one patient
in each of the following 7 categories: demyelinating disease,
dizziness, headache, movement disorder, neuromuscular
disease, seizure disorder, and cerebrovascular disease.
- Test: On a daily basis, students will
log their patients in the pocket syllabus. At the end
of each of the first three weeks you will need to record
the data by going to the patient
log tab. If, at the end of three weeks, you have not
seen a patient in each of the first seven categories,
either talk to your preceptor about seeing a patient or
do the appropriate on-line case, which automatically
emails your answer to the clerkship director.
- Curriculum: Feedback should be continuous
throughout the 4-weeks. In order to ensure that is happening,
we are putting you, the student, in charge. A feedback
card has been developed for
this purpose. Please read the instructions on the front,
which urges you to ask for frequent feedback from attendings,
preceptors and residents. Keep in mind that feedback should
be both positive and negative.
- Benchmark: All students must receive
mid-rotation feedback. Feedback given after the first
two weeks of the clerkship should allow you to improve
your performance for the second two weeks. See student
- Test: The clerkship evaluation form
has a question concerning mid-rotation feedback.
Student DESIRED Goals and Objectives
- Formulate a differential diagnosis for patients with neurological
- Know when to order and how to interpret common tests
used in diagnosing neurological disease.
- Understand the management principles for common neurological
- (Ideally) Perform a lumbar puncture.
Faculty goals and objectives:
- Students should see most patients independently with preceptor
overseeing the students' work.
- Facilitate a broad based exposure to common neurologic
- Provide regular feedback on student progress.
- Observe H&P.
- Critique write-up.
- Be a positive role model. Examples include:
Insure access to computer and internet.
Students should not be expected to dictate patient notes.
- Respectful of patients.
- Clear and organized.
- Takes advantage of teaching opportunities.
- Provides timely feedback.
- Stimulates self-learning process.
- Adequate supervision.