The Historical Case for a Strong and Diverse Neurology Clerkship Leadership Team.

Abstract

The role of the clerkship director has evolved significantly over the past century and now requires a diverse range of skills to meet the rigorous standards set by national accrediting bodies such as the Liaison Committee on Medical Education. We conducted a historical exploration, spanning the past 43 years, of the educational practices in the Neurology Department at Johns Hopkins University School of Medicine. We learned that no entity is responsible for documenting the history of the clerkship. Three distinct areas of focus represent the essential pillars of our clerkship: (1) building a diverse, equitable, and inclusive leadership team with complementary skill sets; (2) establishing medical education as a career path with institutional support and promotion; and (3) planning and supporting the transition of clerkship roles. These pillars facilitate an academic environment that promotes professional well-being and work-life integration, the development of opportunities for educational scholarship and professional development, and the identification, recruitment, and training of future medical educator leaders. This historical review underscores the importance of implementing a structured approach to organizing clerkships. Structure would facilitate innovation and contextual paradigm shifts in adult learning, shaping progress for the future. Furthermore, institutions should document the biography of the clerkship and neurology education. A biography would help maintain compliance with accrediting bodies, inform future planning based on outcomes of decisions made by past leaders, maintain continuity in the long-term vision of the neurology clerkship, ensure smooth transitions in leadership, and preserve institutional memory and legacy.