LION Syndrome, also known as Lecture-Induced Oto-ophthalmic Narcolepsy, is a common yet underreported disorder characterized by the classic triad of 1) auditory and 2) visual "disconnect" from external stimuli and 3) drop-out of alpha activity by EEG. Epidemiological data suggest that LION Syndrome is particularly prevalent in lecture halls of American medical schools. 
Dr. George Murphy explaining ARS results |
Predisposing factors are multifactorial, involving both environmental (primary) and genetic influences. Not to be confused with Lyon Hypothesis and Lyonization, the LION Syndrome is typically manifested by a random stare (often referred to a 'glazed facies'), decreased spontaneous motion, and slowed, often shallow respiration. Victims often will involuntarily utter characteristic phrases, with "what the heck is he/she talking about" being the most common. The Syndrome may also afflict lecturers as well, especially those who have taught the same material repeatedly over many years. The attack prodrome involves sudden realization that words are being dispensed via pathways mediated principally through spinal cord reflex arcs. Lecturers so afflicted may also mumble involuntary phrases, but these differ from audience verbal pathology by the following modification: "what the heck am I talking about". Left untreated, the LION Syndrome may account for significant morbidity in the form of inefficient expenditure of time and energy related to medical education.
Jefferson Medical Student using keypad to register vote |
Recently, educators and students at Thomas Jefferson University have collaborated to introduce a novel therapeutic device designed to prevent, ameliorate, and even abrogate the signs and symptoms of LION Syndrome. Referred heretofore as the Jefferson Audience Response System (JARS), the device consists of remote keypads distributed to audience members (145 presently available, with more to come). These keypads permit each student to confidentially register responses to multiple-choice questions. Each question and choices (1-5, for example) are visualized through a computer-driven projector. As the students register their choices, a thermometer-like bar dissipates in real-time to zero over a one-minute interval, as another bar increases in number with the recording of each 'vote'. The very next frame to be projected provides an instant bar graph of the audience responses to the question.
Thus, not only do students know how they voted, but also they receive feedback as to how they fared with respect to the other respondents. 
Jefferson Medical Students votingÊduringÊpathology lecture |
Instructors also benefit from seeing the spread of audience responses, with further extemporaneous explanation stimulated when inordinate numbers of votes are cast for incorrect 'distracters'. In addition, internal flaws in questions may become apparent using this technique, leading to better evaluation techniques. When the system was initiated in pathology several weeks ago, we based our questions on projected gross and microscopic images shown in tandem on an adjacent screen. Questions could also be based on auditory input (e.g. heart sounds), or may be purely conceptual. Most importantly, the hardware provides an electronic connection and collective sense or intercommunication between the instructor and the audience not previously available in a large group format.Student responses to the JARS have been most favorable. As one opined, "I liked it because I was able to answer without fear of embarrassment for giving the wrong answer. Instead of shouting out answers, students were more inclined to just punch in their answers and wait to see the result. This way, I was not influenced by what everyone around me knew. I actually really enjoyed the new digital feedback system!"
Although further study of the JARS is in order, the data accrued to date strongly suggest that it will be a critically important new tool in the armamentarium of both educators and learners who seek to eradicate the scourge of LION Syndrome from medical school lecture halls. Because the approach lends itself well to standardized exam and CME formats, its applications as a therapeutic agent in the educational process are only beginning to be elucidated. Moreover, the system is user-friendly (superb education and support is provided by our AISR division), easy to implement, and once initiated, is enjoyable for faculty and students alike, obviating compliance problems inherent in alternative treatment strategies. While supplemental approaches are needed for prevention and treatment of LION Syndrome, it is anticipated that growing use of the JARS approach will significantly impact on the incidence of this condition at Jefferson.For further information concerning this exciting new educational opportunity at TJU, please contact Ms. Kathy Day at Academic Information Services and Research (AISR), telephone 503-4991.
Related Links: |
