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- Figure Distribution of Institutions, Faculty Courses/Research, and Undergraduate Research Requirements
*Patient-centered research focuses on patients' beliefs, preferences, and needs, in contrast to clinical neurology research which focuses on the scientific study of fundamental mechanisms that underlie diseases and disorders of the brain and CNS.
Tables
Demographic information Total responses captured, n 140 Sex (n = 139), n (%) Female 81 (58) Male 57 (41) Nonidentifying 1 (1) Age, y (n = 138), n (%) 20–39 34 (25) 40–59 81 (59) 60+ 23 (17) Race (n = 128), n (%) White 117 (91) Black 6 (5) Asian 4 (3) Native Hawaiian/Pacific Islander 1 (1) Other 2 (2) Ethnicity (n = 138), n (%) Hispanic or Latino 6 (4) Not Hispanic or Latino 132 (97) No. of years teaching neuroscience, median (IQR) 10.6 (15.8) Approximate no. of undergraduates in institution (n = 140), n (%) <5,000 74 (53) 5,000–15,000 42 (30) >15,000 24 (17) Abbreviation: IQR = interquartile range.
- Table 2
Qualitative Data: Definitions of Clinical Neurology Research, Student Barriers to Finding Clinical Neurology Research Opportunities, and Advice for Undergraduate Neuroscience Students
Major themes Subthemes How do you define clinical neurology research? Research of healthy and clinical populations (121) Research of abnormal brain functioning (64)
Study of human subjects (50)
Brain-behavior (7)Research on the nervous system (NS) (24) NS pathology (16)
NS function (8)Collection of data for diagnostic and treatment application (84) Treatment/medical treatment (40)
Diagnostic criteria/cause (17)
Research (16)
Mechanisms (11)Research on diverse subfields of neuroscience (19) Applied clinical neuroscience (5)
Translational/translational neurobiology (4)
Basic science (3)
Basic neuroscience (2)
Radiology (1)
Epidemiology (1)
Health neuroscience (1)
Functional neuroscience (1)
Clinical science (1)Other (9) Don't know (5)
Imaging (3)
Animal (1)What have you noticed as the main barriers for your students towards finding clinical neurology research opportunities? Lack of exposure (52) Lack of opportunities (32)
Lack of knowledge (20)Inadequate resources (53) Need connections (22)
Need money (13)
Other college limitations (18)Regional limitations (25) Geographical limitations (16)
Clinical setting limitations (9)Student interest, experience, and discomfort (28) Lack of interest (13)
Lack of experience (6)
Discomfort (9)Other (15) Logistical issues (10)
No barriers (5)If you could give a neuroscience major undergraduate student a word of advice, what would it be? Mindset (55) Be creative and flexible (18)
Work ethic (37)Find as much experience as you can, through mentors, faculty, research, and internships (31) Gain experience (22)
Build connectionsTake your time to find what you love and enjoy doing (45) Long term thinking (23) Plan ahead (11)
Things to know about the field (12)Other (9) Coursework suggestions (5)
Career concentration suggestions (4) - Table 3
Existing Opportunities for Students in Clinical Neurology or Clinical Neurology Research
n/N (%) Shadowing a neurologist/clinician working in a neurology setting 75/99 (75.8) Volunteering with neurologic patients 55/99 (55.6) Research positions with an academic medical center 80/99 (80.8) Other 5/99 (5.1) Have had practicing neurologists or clinical neuroscientists visit and speak to students 34/138 (24.6) Would be open to having practicing neurologists or clinical neuroscientists visit (if there have been no visits) 102/103 (99) Connections nearby for students to have clinical neurology shadowing opportunities 39/139 (28.1) Department/program has a formal shadowing program in place with neurologists 9/37 (24.3) Shadowing opportunities available on a student-to-student basis 25/28 (89.3) Connections with neurologists nearby for students to conduct clinical neurology research projects 31/140 (22.1) Department/program has a formal research program in place with neurologists 6/30 (20) Research opportunities available on a student-to-student basis 22/24 (91.7) Name Location Contribution Mia Minen, MD, MPH Department of Neurology, NYU Grossman School of Medicine Drafting/revision of the manuscript for content, including medical writing for content; major role in the acquisition of data; study concept or design; analysis or interpretation of data Sangida Akter, BA Department of Psychology, The City College of New York Drafting/revision of the manuscript for content, including medical writing for content; major role in the acquisition of data; study concept or design; analysis or interpretation of data Mariana Espinosa-Polanco, BA Department of Psychology, The City College of New York Drafting/revision of the manuscript for content, including medical writing for content; major role in the acquisition of data; study concept or design; analysis or interpretation of data Raddy Ramos, PhD Department of Biomedical Sciences, New York Institute of Technology, College of Osteopathic Medicine Drafting/revision of the manuscript for content, including medical writing for content; major role in the acquisition of data; study concept or design; analysis or interpretation of data
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