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A letter to the editor about glossopharyngeal neuralgia with cardiac syncope is presented.

Background: The process of medical education, particularly in the fast evolving new era of medical metaschools, is a broad and complex issue. Harden & Crosby claimed that a good teacher is more than a lecturer, and identified 12 roles that certify a good and capable teacher. However, this is only half the truth: the good student is more than a listener. Teaching-and-learning is not simply a one-way process, and, as medical students are not children, the relationship between teacher and students involves andragogy rather than pedagogy. We therefore propose the 12++1 roles of the student. Summary of work: The Harden & Crosby paper was distributed in a class of 90 third year Ioannina University medical students, who were asked to think about the student's roles. A small discussion group brainstormed ideas, which were then refined further by the authors. Summary of results: 12++1 roles of the good medical student were produced and grouped into six areas: information receiver, in lectures and clinical context; role model in learning, in class, with the added subarea of comparative choice of role models; teaching facilitator and teacher's mentor; teacher's assessor and curriculum evaluator; active participator and keeping-up with curriculum; resource consumer/co-creator and medical literature researcher. The ideal student should fulfil the majority if not all of these complementary roles. Take-home message: These 12++1 student's roles are complementary to the 12 roles of the teacher and help reshaping our understanding of today's medical education process. [ABSTRACT FROM AUTHOR]

A letter to the editor is presented in response to the article "Multiple sclerosis, seizures, and antiepileptics: role of IL-18, IDO, and melatonin," by G. Anderson and M. Rodriguez in the 2011 issue.