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Abstract Details

NeuroOwls: A Branch of the Osler Apprenticeship and Its Impact on Medical Student Preparedness and Performance in the 3rd Year Neurology Clerkship
好色先生, Research, and Methodology
P7 - Poster Session 7 (5:00 PM-6:00 PM)
5-001
To implement and evaluate the impact of a 4th-year, student-run peer mentoring program (NeuroOwls) on improving preparedness and performance and reducing "neurophobia" among 3rd-year medical students during their neurology clerkship.
"Neurophobia," or the fear of neuroscience and clinical neurology, is commonly observed in medical students, especially during their neurology clerkship. Many students feel unprepared to apply basic science knowledge in clinical settings. Peer mentoring has been shown to help students gain confidence and reduce anxiety. Adapted from the Osler Apprenticeship, the NeuroOwls program provides peer support to enhance student performance during the clerkship and beyond.
“NeuroOwls” were designated 4th-year students applying for neurology residency. They designed and delivered a “Tips & Tricks” (T&T) session during the first week of each 3rd-year neurology clerkship, covering clerkship workflow, basic neurological exam skills, and treatment algorithms for common conditions. A comprehensive shelf review was offered in the final week. Optional individual peer-advising sessions were available. Pre- and post-T&T session surveys and a post-clerkship survey using Likert scales and qualitative data were administered to measure student confidence, preparedness, and neurophobia.
Students reported increased awareness of expectations, greater confidence in their ability to succeed, and reduced neurophobia after participating in the NeuroOwls program. Anecdotal evidence from faculty and staff noted improved student preparedness, confidence, and professionalism, suggesting that the program positively impacted clerkship performance. Further analysis of clerkship exam scores may clarify the effect on academic performance.
The NeuroOwls program enhances the 3rd year neurology clerkship experience for students, residents, and faculty. Use of 4th year students as mentors decreases neurophobia and increases 3rd year student performance and preparedness while offloading responsibilities from residents and faculty. The peer-mentoring approach provides a practical and effective model that could be replicated in other clerkships and institutions to improve student outcomes.
Authors/Disclosures
Nicki Karimi-Mostowfi, MD
PRESENTER 		Miss Karimi-Mostowfi has nothing to disclose.
Isabel Friedenberg, MD Ms. Friedenberg has nothing to disclose.
Rachel Marie E. Salas, MD, MEd, FAAN (Johns Hopkins University) Dr. Salas has received personal compensation for serving as an employee of HMPGlobal. Dr. Salas has received personal compensation in the range of $500-$4,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for Neurology Learning Network. Dr. Salas has received personal compensation in the range of $500-$4,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for PRIME. Dr. Salas has received publishing royalties from a publication relating to health care.
Mercedes P. Jacobson, MD (Temple University) The institution of Dr. Jacobson has received research support from Engage. The institution of Dr. Jacobson has received research support from XENON. The institution of Dr. Jacobson has received research support from SK Life Sciences.