Teaching and neurological propedeutics in the context of academic tutoring in medical practice: a case report

Abstract

Academic tutoring programs, grounded in the peer-assisted learning model, represent an effective strategy in medical education by fostering knowledge exchange among students at different levels of training. This study aims to describe and critically analyze the practices developed within a Neurology tutoring project conducted by medical students, highlighting its benefits, challenges, and contributions to the participants’ educational development. The activity was coordinated by senior student tutors and comprised in-person lectures, supervised hospital practices, online activities, clinical case discussions, and playful approaches to solving questions from national medical examinations. The results revealed the consolidation of theoretical and practical knowledge, improvement in clinical reasoning, enhancement of interpersonal skills, increased self-confidence, and integration of Evidence-Based Medicine principles. Tutees reported a deeper understanding of the subjects and appreciation for individualized feedback, while tutors reinforced their own learning through teaching. Despite challenges related to class heterogeneity and variability in tutors’ experience, the overall feedback was predominantly positive and reflected in course evaluations. It is concluded that academic tutoring is an effective pedagogical tool that promotes mutual learning, critical thinking, and preparation for clinical practice.