ABSTRACT
Neurologic diagnosis is now often made with greater certainty, facilitated by the advent of sophisticated neuro diagnostic tests. Combined with the constant growth in neurologic knowledge and portable access to it via the internet, there has been a debate about the relevance of teaching traditional neurologic assessment. It is evident to neurologist educators, however, that ‘the clinical neu rologic assessment is not obsolete’, but that it must be informed by new technologies and be enhanced by teach ing better internal medicine, psychiatry, and communica tion skills in a societal context1,2.
