Neurology: Education最新文献

{"title":"Addressing Gaps in Competency-Based Medical Education in EEG Instruction, Virtual Learning, and High-Quality Peer Review in Medical Education","authors":"Roy E. Strowd","doi":"10.1212/ne9.0000000000200107","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200107","url":null,"abstract":"","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"106 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138623318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum Innovation: Design and Implementation of Synchronous and Asynchronous Curricula to Enhance Residents' EEG Knowledge and Experience","authors":"Andres Fernandez, Jeremy J. Moeller, DB Harrar, R. Guerriero, Jay Pathmanathan, Nitin Agarwal, Jennifer Madan Cohen, Amy Kephart, Fred A. Lado, Kinshuk Sahaya, Daniel J. Weber","doi":"10.1212/ne9.0000000000200101","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200101","url":null,"abstract":"There is a need for structured EEG education opportunities to enhance neurology resident education. To address this need, the American Epilepsy Society (AES) supported the development and implementation of both synchronous and asynchronous EEG courses.To produce EEG curricula that enhance resident EEG learning, increase interest in EEG and improve participants' knowledge, and to ensure that courses were highly used and available to the broadest range of learners.A multi-institutional group of EEG educators developed both courses. The synchronous curriculum consisted of a mixture of brief “mini-lectures” and interactive small group activities with self-assessment quizzes at the start and end of the course. The online asynchronous EEG curriculum consisted of self-directed slide sets, multiple-choice self-assessment quizzes and a structured EEG self-assessment tool. Courses were evaluated using postcourse surveys, analysis of pretest and posttest data, and analysis of user data from the asynchronous curriculum.Between 2019 and 2021, 56 residents participated in the synchronous EEG courses. On the resident survey, mean Likert scores for course design, planning, and learning outcomes ranged from 4.6 to 5.0 for the in-person courses and from 3.9 to 4.5 for the virtual course. On the 24-item pretests and posttests, overall median scores increased from 60% (14.5/24) to 75% (18/24;p< 0.001). More than 2,300 learners completed the first submodule of the asynchronous curriculum, but only 164 completed all sections. Most of those who completed the asynchronous curriculum reported that it was effective and appropriate for resident-level learning.The AES EEG courses provide EEG learning opportunities for neurology residents beyond what is available at their home institutions. There is evidence for the effectiveness of the synchronous course, but the scope is limited to a small number of attendees. The asynchronous curriculum is more broadly available, but very few learners completed all elements. Future steps will include expansion of the in-person synchronous course and providing guidance to learners about the core and optional components of the asynchronous curriculum to increase the impact of both educational offerings.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139271419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Neuromuscular Portal and Match","authors":"R. Laughlin, Shirlyn A. Adkins, Michael Baer, S. Dehbashi, K. Gable, R. Govindarajan, K. Gwathmey, M. Hehir, M. Imperioli, R. Price, S. Sakamuri, J. Sokol, Noelle Tiongson, Ericka Wong, Z. London","doi":"10.1212/ne9.0000000000200086","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200086","url":null,"abstract":"Prior to 2021, the neuromuscular medicine fellowship application process suffered from non-standardized timelines and substantial variability. To rectify this, the American Association of Neuromuscular & Electrodiagnostic Medicine (AANEM) established a standardized application timeline and an online application portal in 2020-2021, followed by the introduction of a partial match process. In 2021-2022, AANEM launched a traditional, binding, two-way match system for fellowship positions allocation based on the Gale-Shapley stable matching algorithm. Surveys assessing perceptions of fairness in the application portal and match process were dispatched to applicants and program directors following the 2021 and 2022 recruitment cycles. In the 2020-21 cycle, 90% of program directors and 95% of applicants affirmed the standardized timeline benefited applicants. However, 57% of applicants deemed the process as unfair. All programs and most applicants (58%) favored a transition to a two-way match. The implementation of the two-way match in 2021-22 attracted participation from 97% of programs, with 80% of applicants and 95% of programs viewing the process as fair to applicants. A significant majority of both applicants (86%) and programs (94%) supported maintaining the standardized timeline and two-way match. We advocate for the universal adoption of the AANEM Match for neuromuscular fellowship recruitment and a standardized fellowship application timeline across all neurologic specialties to promote transparency, fairness, and equity for applicants.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"181 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121298994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum Innovations: A Comprehensive Teleneurology Curriculum for Neurology Trainees","authors":"Steve C. Han, R. Stainman, N. Busis, S. Grossman, S. Thawani, Arielle M. Kurzweil","doi":"10.1212/ne9.0000000000200084","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200084","url":null,"abstract":"As the role of teleneurology expands, it is important to prepare trainees to perform virtual encounters proficiently.We created a comprehensive multimodality teleneurology curriculum for residents to teach key aspects of telehealth encounters including the virtual examination and skill development across several environments.We developed and implemented a teleneurology curriculum focused on teaching the virtual neurologic examination, measuring teleneurology competency, and providing opportunities for trainees to perform telehealth encounters in multiple settings. Residents (N = 22) were first surveyed on what methods would be most helpful to learn teleneurology. Trainees observed a faculty member conducting a teleneurology visit with another faculty member playing a patient. Residents then practiced a teleneurology encounter during a 10-minute objective structured clinical examination (OSCE) at a simulation center. After positive feedback from the fall of 2020, we adapted the OSCE to be completely remote in the spring of 2021 for senior residents. Trainees then performed teleneurology visits during their continuity clinics and subspecialty clinic rotations.All neurology residents from adult and child neurology and neuropsychiatry programs at New York University Grossman School of Medicine participated in the curriculum. Residents identified a variety of teaching modalities that would help them learn teleneurology: didactics with slides (25%), live demonstration (25%), simulated experience (23%), starting with live patients (23%), and articles/reading material (4%). To date, 68 trainees participated in the OSCE. Trainees who completed on-site and remote simulations reported increased comfort (p< 0.05) and interest in teleneurology (p< 0.05) and requested more access to simulations during training. Sensorimotor assessment and adequate visualization of the affected limb were identified as areas for improvement.Our multimodal 3-year teleneurology curriculum provides opportunities for residents to learn and apply teleneurology. Survey tools helped strengthen the curriculum to optimize educational potential. We implemented a teleneurology simulation with and without the use of a simulation center. We plan to expand our teleneurology clinical and simulation experiences to trainees based on our data and further developments in teleneurology and to track the progress of teleneurology skills as residents advance through training.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133135212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum Innovations: A Social Media–Based Educational Curriculum Improves Knowledge for Trainees in Neurocritical Care","authors":"Ronald Alvarado-Dyer, F. S. Saleh Velez, Hera A. Kamdar, Naomi Niznick, Elizabeth Carroll, Carlos Castillo-Pinto, Melvin Parasram, D. Kelly, Shweta Goswami, Mikel S. Ehntholt, N. Dangayach, M. Babi, A. Ramadan, C. Lazaridis, Catherine Albin, Nicholas A. Morris","doi":"10.1212/ne9.0000000000200087","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200087","url":null,"abstract":"The Neurocritical Care (NCC) Society Resident and Fellow Task Force's NEURON study concluded that learners had significant concerns regarding the need for educational improvement in NCC. To address these shortcomings, we identified the lack of an educational curriculum for trainees in NCC and developed a Twitter-based educational curriculum for trainees to improve knowledge in NCC.The objectives of this study were to describe the pathophysiology, delineate a systematic diagnostic approach, and apply evidence-based strategies in the management of diseases in NCC.Ten trainees developed a Tweetorial (educational content available on Twitter)–based curriculum, with individual review by at least 2 NCC faculty. Learners were recruited through Twitter and randomized to 1 of 2 groups in a wait-list control prospective study. Group 1 completed the curriculum in the first 6 months of the 2021–2022 academic year, and group 2 completed the curriculum in the second half. Tweetorials were posted weekly on a private Twitter account only available to the active learner group. Learners were assessed by a multiple-choice format test (written by the trainees and reviewed by faculty) at 3 time points: before the first Tweetorial was released (preeducational curriculum assessment), after group 1 completed all tutorials and before group 2 started the curriculum (assessment 1), and after both groups finished (assessment 2). The primary outcome was the mean score on the second and third assessments.One hundred forty-six learners were assigned to group 1 or 2 using stratified block randomization including 99 (68%) Neurology residents, 81 (55%) US-based. Each group was composed of 73 participants. A total of 20 Tweetorials were published on a private Twitter account (@NeurocriticalE). Completed assessments were obtained from 100, 32, and 18 learners for the pre-educational curriculum assessment, assessment 1, and assessment 2, respectively. Group 1 and group 2 performed similarly in the pre-educational curriculum assessment. A potential for knowledge improvement was observed in group 1 at assessments 1 and 2 when compared with the learner group 2. Group 1 had more impressions, engagements, likes, URL clicks, and media views.Although there was some learner attrition, our study demonstrates that social media can effectively deliver educational content and engage a diverse group of trainees around the globe.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130052873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: Qualitative Assessment of Virtual Teaching of the Neurological Examination to Students Reveals Importance of Technique, Process, and Documentation","authors":"Sandra Reiter-Campeau, Stuart Lubarsky, C. Chalk, Asli Buyukkurt, Myriam Levesque-Roy, A. Clouatre, D. Benea, Tasnia Rahman, F. Moore","doi":"10.1212/ne9.0000000000200083","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200083","url":null,"abstract":"Virtual teaching sessions during the coronavirus disease 2019 pandemic were challenging for students and teachers but were also an opportunity to find creative ways to teach physical examination skills, including the neurologic examination. We examined expert opinions of the pros and cons that arise using a virtual platform to teach the neurologic examination and strategies to best address these challenges.This was a qualitative study incorporating a focus group of faculty and resident neurologists. Data were coded using conventional content analysis. An interpretivist, social constructionist approach was used to look for interesting or novel ideas, rather than testing a specific hypothesis. Three independent auditors performed a dependability and confirmability audit to confirm that the themes accurately reflected the data.A single focus group was used. Four of the 6 participants were faculty neurologists and 2 were neurology residents. Five themes were identified: (1) learning the neurologic examination is complex, (2) lack of physical contact is the most important drawback of virtual teaching, (3) virtual teaching can effectively emphasize the organization of the examination, (4) virtual sessions can facilitate combined teaching of technique and demonstration of abnormalities, and (5) virtual platforms do not necessarily imply reduced participation.Teaching the neurologic examination is a multifaceted process that should emphasize not only technique but also an overall approach to performing and documenting the examination. Many aspects of the neurologic examination can be appropriately taught virtually using various strategies, although there may always be some limitations. Virtual education can play a useful role for future curriculum design and global education.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116119891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can We Improve Burnout in Neurology by Targeting Residency Program Resiliency?","authors":"E. Coon, C. West, Lyell K. Jones","doi":"10.1212/ne9.0000000000200085","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200085","url":null,"abstract":"","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124074557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: The Development and Utilization of a Virtual Twitter Onboarding Curriculum for Neurologists, Trainees, and Students","authors":"Aaron S. Zelikovich, J. Safdieh, M. Robbins","doi":"10.1212/ne9.0000000000200082","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200082","url":null,"abstract":"Social media has increased in popularity among neurologists in the past few years without a parallel increase in training opportunities to learn how to use social media effectively. This study tests the feasibility of an asynchronous, virtual onboarding curriculum using Twitter as a tool for professional development for neurologists and neurology trainees.Neurologists and neurology trainees were recruited virtually through email, Twitter, and a listserv of the American Academy of Neurology (Synapse). Participants were excluded if they had a professional Twitter account or lived outside the United States. Participants performed all study procedures virtually, including a baseline survey followed by three 30-minute modules: introduction to NeuroTwitter, peer learning, and academic scholarship on Twitter. A postmodule survey was completed to provide postprogram curriculum feedback. Newly created Twitter accounts were followed for 3 months to track Twitter engagement.Sixty-one participants were screened, and 50 were eligible to enroll. Forty-five (90%) participants completed a consent form and baseline survey. Twenty-seven participants completed all 3 modules, and 26 (52%) completed the postmodule survey. Participants indicated that there was a role for social media in neurology but had minimal to no training on how to use it effectively. Twitter knowledge postmodule completion increased by a median of 2 of 15 questions, with a range of −1 to +5. There were no technical barriers with a virtual-based curriculum, and participants were able to access the modules and surveys successfully. Ninety-six percent of participants would recommend the modules to colleagues. Thirty new Twitter accounts were created with an average of 33 followers, 59 following, 16 tweets, and 61 likes at 4 months.This study highlights the feasibility of virtual asynchronous content leading to an increase in Twitter knowledge among neurologists who completed our modules, though limited by a high dropout rate. Recruitment for virtual asynchronous modules was an effective approach to deliver informative and interactive content for neurologists. Further studies are needed to determine optimal content and length to promote long-term engagement with Twitter.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124141050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum Innovations: A Podcast-Based Neurologic Emergency Flipped Classroom Curriculum for Neurology Residents","authors":"J. Ratliff, F. Nascimento, Leticia Tornes, J. Margolesky, M. Feldman, P. Thatikunta, Nirali Vora, J. Wold, Winnie Lau, N. Browner, C. Rubinos, Michael J. Wang, Alan Wang, S. Clardy","doi":"10.1212/ne9.0000000000200081","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200081","url":null,"abstract":"Education on the management of neurologic emergencies is vital for neurology residents, and effective educational methods are needed. This study aims to implement and evaluate the impact of a podcast-based flipped classroom curriculum in neurologic emergencies. “Flipped classroom” instructional methods have been used in GME and informed by experiential learning theory.The objectives of this curriculum were to (1) compare the clinical phenomena discussed in the neurologic emergencies podcast(s) with your own clinical experience; (2) discuss the pitfalls in the management of the neurologic emergencies discussed in the podcast(s); and (3) develop a management plan for the neurologic emergencies discussed in the podcast(s).At 10 neurology residency programs, we implemented a 3-session flipped classroom curriculum covering topics in acute stroke, movement disorder emergencies, and status epilepticus. Each session consisted of aNeurology® podcast followed by content discussion with a clinical expert. Assessment of the curriculum included presession and postsession surveys focused on learners' confidence and attitudes toward podcast-based education.Our data sample consisted of survey responses from residents, with response volumes ranging from 29-111 across all surveys. Podcasts are already highly used by neurology residents in their self-directed education. Confidence increased among learners in the management of movement disorder emergencies (18% confident before vs 79% confident after,p< 0.001) and status epilepticus (72% confident before vs 91% confident after,p= 0.014) among those who completed the curriculum. A change in confidence in acute stroke management was not found (p= 0.15). Podcasts were consistently preferred over lectures and reading-based instructional methods while less preferred compared with simulation-based learning and case-based discussion with faculty. The podcast-based curriculum studied here showed high levels of enjoyment and perceived utility.We present a 3-part curriculum to help build learners' familiarity and confidence in 3 neurologic emergency categories. The educational impact is established in Level 1 of the Kirkpatrick paradigm. Future studies can explore a higher-level impact of this curriculum. Evolution in neurology education is shifting increasingly toward immediately accessible information via digital media. This curriculum can be useful to neurology educators who need to be increasingly agile and facile with multiple educational techniques to meet learners' needs.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126055098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: Monitoring and Tracking Neurophobia","authors":"Arthur N. Rodrigues, Tarsis S. Sousa, M. R. Marvão, D. S. Sena, B. H. Koshimoto, S. C. Silva, V. V. Monteiro, Ana Luisa R. Fraiha, Renato C. Santos, B. L. Santos-Lobato","doi":"10.1212/ne9.0000000000200076","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200076","url":null,"abstract":"Neurologic disorders are common medical conditions. However, even with a higher demand for neurologic care, the capacity to train neurologists is impaired. The fear of neurosciences/neurology by medical students, known as neurophobia, may cause multiple adverse effects in neurologic assistance. The objectives of this study were to estimate the current prevalence and characteristics of neurophobia in medical students in Brazil and to compare neurophobic symptoms at 2 time points.This is a cross-sectional study conducted with students from 4 medical schools in Pará, Brazil, who matriculated into the preclinical stage, clinical stage, and internship were submitted to a questionnaire to assess the perception of clinical specialties, including neurology. Reasons for neurophobia, probable strategies to improve neurologic education, and a specific scale to detect neurophobia were also evaluated. Furthermore, we performed a temporal comparison of current results with those from a previous study from 2015.Neurophobia was detected in 63.3% of medical students. The perception of the difficulty in neurology/neurosciences was very high in all stages, and the perception of interest and quality of teaching worsened during the internship. The need to understand neuroanatomy and neurophysiology was cited as the most important reason for neurophobia. More and better bedside tutorials were the most mentioned suggestion to improve neurologic education. The temporal comparison between 2015 and 2022 showed that the level of knowledge, quality of teaching, and likelihood of pursuing a career in neurology has become more favorable in 2022.The prevalence of neurophobia in Brazil was higher than that in high-income countries. Unfavorable opinions about neurology tended to increase throughout the medical course, but the temporal comparison showed that the impact of neurophobia has decreased. Surveillance systems for monitoring and tracking neurophobia should be implemented in medical schools.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131310185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}