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Table of Contents    
Year : 2015  |  Volume : 63  |  Issue : 4  |  Page : 639

E-learning in neurology

Clinical Director of BMJ Learning, London WC1H 9JR, United Kingdom

Date of Web Publication4-Aug-2015

Correspondence Address:
Kieran Walsh
Clinical Director of BMJ Learning, London WC1H 9JR
United Kingdom
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/0028-3886.162131

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How to cite this article:
Walsh K. E-learning in neurology. Neurol India 2015;63:639

How to cite this URL:
Walsh K. E-learning in neurology. Neurol India [serial online] 2015 [cited 2023 Dec 10];63:639. Available from:


Kak should be praised for an interesting paper on the current situation with regard to e-learning for neurology. [1] There has certainly been a growing uptake of e-learning in medical education over the past ten years - so it is inevitable that this uptake will reach neurology. [2],[3] However, the paper does suggest two further points regarding the provision of neurology education via e-learning.

First of all is the normalisation of e-learning as part of neurology education. Modern thinking in e-learning is that it should not be thought of as any different to medical education more generally; it is likely that e-learning will work best when it is simply integrated into the curriculum. The next generation of learners - the so-called digital natives - grew up with e- learning and so do not see it as any different to other forms of medical education. If we are to be truly learner centric in our delivery frameworks then we should build such frameworks from the perspective of the learner. So we should stop thinking of e-learning as anything new and start to think of it as no different from any other form of learning.

Second, we should think about the unique possibility of e-learning in neurology. Neurology is unique, and so e-learning in neurology should be unique too. Neurology is an image rich specialty - so we should use the full capability of broadband internet to demonstrate everything from simple CT scans to positron emission tomography. E-learning has the capability of demonstrating rare neurological signs that the trainee might only get to see once in their training programmes. E-learning however will make such signs available to all and in perpetuity. Finally, e-learning can be used to show advanced communication skills in the consultation - skills that are essential to the practice of high quality neurology. Neurology education has nothing to lose and everything to gain from developing e-learning resources - and the real winners will be learners and their patients.

 » References Top

Kak V. Neurosciences Education: From ′Gurukul′ to e-Learning. Neurol India 2015;63(3):298-9.  Back to cited text no. 1
Ellaway, Rachel, and Ken Masters. AMEE Guide 32: E-Learning in medical education Part 1: Learning, teaching and assessment. Medical teacher 30.5 (2008):455-473.  Back to cited text no. 2
Sandars J, Walsh K, Homer M. High users of online continuing medical education: A questionnaire survey of choice and approach to learning. Med Teach 2010;32:83-5.  Back to cited text no. 3


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