Curriculum Innovation: The Osler Apprenticeship in Neurology: Building a Sustainable Pathway for Learners Interested in Medical Education.

Abstract

Introduction and problem statement: Few formal programs provide structured training in medical education (MedEd) early in a learner's career. MedEd training curricula for medical students may cultivate student understanding (and thus interest) in a MedEd career. The Johns Hopkins Osler Apprenticeship (OA) in Neurology is a structured 1-year program for senior medical students (Osler Apprentices/OAs) created to develop talent in MedEd.

Objectives: By the end of the program, OAs will be better able to (1) cultivate and sustain longitudinal mentorship relationships; (2) design, implement, and present a MedEd project; (3) understand individual leadership strengths; (4) develop and refine skills in educational leadership and integrate feedback to enhance learning experiences; and (5) develop an understanding of the responsibilities of an academic educator.

Methods and curriculum description: The OA is a 1-year program that provides learners with comprehensive exposure to MedEd through key program components of mentorship, a scholarly project, strength coaching, and leadership and experiential opportunities. To evaluate the program's impact on OAs and preceptor motivations for engagement and its benefits, we administered 3 distinct surveys to OAs at exit, OA alumni, and faculty preceptors. We implemented the 4 levels of the New World Kirkpatrick Model to evaluate the impact of the program.

Results and assessment data: Twenty-four of 33 OAs (73%), 18 of 29 alumni (62%), and 6 of 7 preceptors (86%) responded to the surveys. Twenty-one OAs (88%) and 18 alumni (100%) recommended the OA to medical students (level 1). Alumni felt confident participating in educational activities (n = 15/83%), research (n = 15/83%), and leadership (n = 12/67%). Thirty-one OAs (94%) produced educational scholarship (level 2). OAs (n = 22/92%) and alumni (n = 14/78%) agreed that the OA influenced their academic practices and behaviors, and 7 alumni (39%) were recognized or awarded (level 3). Ten alumni (56%) have an educational role (level 4). Preceptors had scholarly output from the OA and reported career or personal development as key factors for participation.

Discussion and lessons learned: The OA made effective progress toward building a pathway for medical educators while supporting the careers of faculty, allowing for program sustainability. These findings suggest the OA may serve as a prototype for more formalized training programs in neurology MedEd.