Neurology: Education最新文献_第2页

A Call for Standardized Interview Offer Dates in the Neurology Residency Application Process 关于神经内科住院医师申请过程中标准化面试Offer日期的呼吁

Neurology: Education Pub Date : 2023-06-02 DOI: 10.1212/ne9.0000000000200077

Joseph R. Geraghty

引用次数: 2

The First Year ofNeurology: Education 神经学第一年:教育

Neurology: Education Pub Date : 2023-06-01 DOI: 10.1212/ne9.0000000000200075

R. Strowd

引用次数: 1

Education Research: Junior Neurology Residents Achieve Competency but Not Mastery After a Brief Acute Ischemic Stroke Simulation Course 教育研究:初级神经内科住院医师在短暂的急性缺血性脑卒中模拟课程后达到了能力而不是精通

Neurology: Education Pub Date : 2023-05-26 DOI: 10.1212/ne9.0000000000200071

Catherine Albin, Melissa B. Pergakis, E. Sigman, N. Bhatt, Spencer K. Hutto, Sitara Koneru, Ehizele M Osehobo, J. A. Vizcarra, Nicholas A. Morris

{"title":"Education Research: Junior Neurology Residents Achieve Competency but Not Mastery After a Brief Acute Ischemic Stroke Simulation Course","authors":"Catherine Albin, Melissa B. Pergakis, E. Sigman, N. Bhatt, Spencer K. Hutto, Sitara Koneru, Ehizele M Osehobo, J. A. Vizcarra, Nicholas A. Morris","doi":"10.1212/ne9.0000000000200071","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200071","url":null,"abstract":"Simulation bootcamps are used to onboard neurology trainees. It is not known whether these bootcamps result in competency for acute ischemic stroke (AIS).For this prospective, single-center pre-post educational intervention study, the Angoff standard setting method was used to determine a Minimum Passing Score (MPS) and Mastery Score for 2 AIS simulations. Junior neurology residents completed precourse knowledge and confidence assessments and had traditional didactic teaching. A week later, each resident completed the first scored AIS simulation. Each resident then practiced stroke care in an unscored simulation. Two to 8 weeks later, each resident was evaluated in an unannounced AIS simulation (the post-test). Postgraduate year (PGY)-3 adult neurology senior residents also completed a knowledge and confidence assessment and were scored on just the AIS post-test case. Using independent and pairedttests, respectively, we compared the junior residents' retention test performance to their baseline assessment and to senior residents' performance.Thirteen junior residents (9 PGY-2 adult neurology residents and 4 PGY-3 child neurology residents) participated in the course. Only 3 junior residents (23%) initially achieved the MPS in the first AIS simulation. After the simulation course, 9 junior residents (69%) achieved the MPS threshold. Although none achieved mastery, junior residents' mean performance score in the simulation improved (mean score preintervention [SD] = 10.3 [2.8] vs mean score postintervention [SD] = 15.7 [2.6],p< 0.001) and their confidence increased (mean score preintervention [SD] = 3.3 [1.9] vs mean score postintervention [SD] = 4.9 [1.2],p< 0.001,d= 1.7). Eight PGY-3 adult neurology residents were scored on the AIS post-test. Five reached MPS (63%), and 1 demonstrated mastery. The simulation scores of the postcourse juniors and seniors were similar (junior resident mean score [SD] = 15.7 [2.6] vs senior resident mean score [SD] = 16.0 [2.5],p= 0.793).A brief AIS simulation course may improve junior residents' performance and confidence to a level comparable with senior residents, although not to mastery.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126608052","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}

引用次数: 1

Resident-Centered Outcomes in Subspecialty Neurology Education 以住院医师为中心的亚专科神经学教育结果

Neurology: Education Pub Date : 2023-05-26 DOI: 10.1212/ne9.0000000000200080

N. Mohile

引用次数: 0

Curriculum Innovation: Teaching Neuroethics Through a Case-Based Undergraduate Medical Education Workshop 课程创新:以个案为基础的本科医学教育工作坊进行神经伦理学教学

Neurology: Education Pub Date : 2023-05-15 DOI: 10.1212/ne9.0000000000200070

M. Koretzky, Katemanee Burapachaisri, Bernadette Clark, Michael R. Halstead, C. Gamaldo, R. Salas, Doris G. Leung, Carlos G Romo

{"title":"Curriculum Innovation: Teaching Neuroethics Through a Case-Based Undergraduate Medical Education Workshop","authors":"M. Koretzky, Katemanee Burapachaisri, Bernadette Clark, Michael R. Halstead, C. Gamaldo, R. Salas, Doris G. Leung, Carlos G Romo","doi":"10.1212/ne9.0000000000200070","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200070","url":null,"abstract":"Medical students on their clinical neurology clerkship often encounter ethically challenging situations, yet formal neuroethics training is limited. This study sought to evaluate a case-based small-group workshop that was implemented to introduce students to important neuroethics concepts and resources.(1) To define decision-making capacity and describe how it is assessed in neurologic illness; (2) to define the legal category of brain death and its evolution over time; (3) to describe the legal process for surrogate decision making in the state of Maryland; (4) to identify barriers to goals-of-care conversations; and (5) to reflect on how personal beliefs of patients and physicians influence delivery of care and medical decision making.A 1.5-hour interactive curriculum for medical students on the neurology clerkship covering ethical considerations in brain death, surrogate decision making, and navigating conversations surrounding these topics (with reference to lesbian, gay, bisexual, transgender, queer/questioning, and others' health and health disparities) was designed and implemented over 2 years. Curriculum outcomes were measured by preworkshop and postworkshop self-assessment surveys. Learner reactions were measured by self-reported interest in ethics and perceived utility of the curriculum. Content knowledge was measured through multiple-choice questions on brain death and capacity assessment, which were scored for correctness by the study team, and self-reported confidence in ethical reasoning. Changes in these metrics were analyzed for paired precourse and postcourse responses to determine the effectiveness of the session.The study recruited 234 of 356 rotating students (65.7% response rate). Presurvey data revealed that 36% had encountered a challenging clinical scenario before the intervention. Preintervention and postintervention paired data were available for 184 (79%) respondents. Of these, 66% reported increased confidence in their knowledge of ethics, and 42% reported increased interest in ethics. Presession performance on content questions did not differ significantly based on prior clinical ethics experience. Performance on neuroethics content questions improved significantly after the session as demonstrated by the increase in the percentage of students providing correct answers to content questions between the presurvey and postsurvey (17% increase for capacity assessment, 19% increase for brain death, and 22% increase for surrogate decision making,p< 0.0001).An interactive neuroethics workshop using a case-based discussion format integrates ethics and health disparity education into the clinical neurology curriculum and enhanced knowledge and confidence in medical ethics. This curriculum increases student interest in ethics, confidence in their ability to perform ethical reasoning tasks, and content knowledge of brain death and surrogate decision making.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131890074","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}

引用次数: 1

Teaching the 6 Criteria of the International Federation of Clinical Neurophysiology for Defining Interictal Epileptiform Discharges on EEG Using a Visual Graphic 国际临床神经生理学联合会关于脑电图间期癫痫样放电的6项标准的教学

Neurology: Education Pub Date : 2023-05-15 DOI: 10.1212/ne9.0000000000200073

Fábio A. Nascimento, S. Beniczky

引用次数: 1

Curriculum Innovations: Near-Peer Learning in Neurology Residency Training on Cerebrovascular Disease in a Teaching Hospital in China 课程创新:中国某教学医院脑血管病神经内科住院医师近同伴学习

Neurology: Education Pub Date : 2023-05-10 DOI: 10.1212/ne9.0000000000200072

Yuehui Hong, Ning Su, Hanhui Fu, Yuze Cao, M. Yao, Li-xin Zhou, J. Ni, Y. Zhu

{"title":"Curriculum Innovations: Near-Peer Learning in Neurology Residency Training on Cerebrovascular Disease in a Teaching Hospital in China","authors":"Yuehui Hong, Ning Su, Hanhui Fu, Yuze Cao, M. Yao, Li-xin Zhou, J. Ni, Y. Zhu","doi":"10.1212/ne9.0000000000200072","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200072","url":null,"abstract":"Traditional faculty-led training is teacher-centric and requires substantial investments in teaching faculty and resources. Near-peer learning (NPL) is a teaching strategy in which senior residents instruct juniors who are only 1 or 2 years earlier in their training. NPL promotes student engagement and may enhance teaching competency of participants. We implemented an NPL instructional design for a course on cerebrovascular disease for residents in China.Tutors and tutees will be able to (1) demonstrate knowledge of cerebrovascular anatomy, (2) understand cerebrovascular physiology, and (3) use neuroimaging and physiology to evaluate cerebrovascular pathology.From December 2019 to March 2022, NPL was implemented in a neurology residency training program in China. A series of NPL lectures was conducted in addition to traditional faculty-led lectures. The NPL intervention consisted of senior resident tutors who designed and led lectures on foundational topics in cerebrovascular neurology (e.g., anatomy and imaging of cerebral blood vessels, clinical and imaging features of ischemic and hemorrhagic stroke) under the guidance of faculty instructors. Tutees were junior residents in the same program. Precourse/postcourse examinations and feedbacks through online questionnaires were used to evaluate the effectiveness of the NPL intervention on knowledge acquisition and teaching competency.Over 3 academic years, 57 total residents participated, including 18, 18, and 21, respectively. All participated in the NPL intervention, with some attending more than once. Participants could be assigned as tutor or tutee in different years. Eighteen lectures were delivered by 15 tutors. The rest were tutees. Postcourse examination scores improved significantly compared with precourse scores (64.22 ± 12.11 vs 59.80 ± 15.88,p= 0.003), with the most remarkable improvements seen for the first-year residents and first-time participants. One hundred sixty-two postsession feedbacks from participants (both tutors and tutees) and 15 postprogram feedbacks from tutors were collected. Respondents thought highly of NPL, reporting gain in knowledge and teaching opportunities.NPL enabled residents to acquire foundational knowledge of cerebrovascular diseases and provided senior residents with teaching opportunities.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130837803","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}

引用次数: 1

Curriculum Innovations: Inspiring Neurology Residents to Pursue Fellowship Training in Movement Disorders 课程创新:鼓励神经内科住院医师追求运动障碍的奖学金训练

Neurology: Education Pub Date : 2023-05-10 DOI: 10.1212/ne9.0000000000200074

E. Butler, Jack Slatton, Sheffield Sharp, Lauren Schattinger, M. Turchan, Phillip D. Charles, K. Harper

{"title":"Curriculum Innovations: Inspiring Neurology Residents to Pursue Fellowship Training in Movement Disorders","authors":"E. Butler, Jack Slatton, Sheffield Sharp, Lauren Schattinger, M. Turchan, Phillip D. Charles, K. Harper","doi":"10.1212/ne9.0000000000200074","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200074","url":null,"abstract":"The aging US population has led to the increased prevalence of neurodegenerative diseases and the critical need for specialists with advanced training in the management of these conditions. Focus on Common Movement Disorders (FOCMD), a 2-day educational course hosted by Vanderbilt University, was started 16 years ago to provide neurology residents with exposure to the diagnosis and treatment of movement disorders.The aim of the course was to provide early-career neurology residents with relevant exposure to the field of movement disorders, through which we hope to increase medical knowledge of movement disorders and common Food and Drug Administration (FDA)-approved therapies and inspire residents to pursue fellowship training in the field.FOCMD consists of lectures and small-group workshops that provide an overview of common movement disorders and approved therapies. All North American neurology residency program directors are invited to nominate a first-year or second-year resident. Attendees are administered standardized multiple-choice precourse and postcourse examinations to assess foundational knowledge of common movement disorders and FDA-approved therapies and to measure acquisition of the course material. Past participants are regularly surveyed to gauge their impression of the course's effect on fellowship selection and their utilization of therapies common in the treatment of movement disorders.Since 2008, FOCMD has trained 854 neurology residents from 113 programs. Between 2010 and 2020, 507 residents completed the precourse and postcourse examinations. There was an increase of 22.4 (95% CI 20.67–24.49;p< 0.001) percentage points between the precourse and postcourse examinations or an additional 3.8 questions were answered correctly. Follow-up surveys were sent to 414 past participants, and 116 were completed. Survey responses revealed that 84% of past attendees completed a fellowship, 44% of which were in the field of movement disorders. In addition, 82% of past participants reported that the course affected subspecialty selection and 63% reported treating patients with movement disorders in their current practice.Experience with FOCMD has shown it to be successful in introducing neurology residents to the subspecialty early in their career and increasing medical knowledge on movement disorders. An educational program of this format may also positively influence fellowship selection.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134488556","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}

引用次数: 1

Education Research: Changes in Medical Students' Knowledge and Attitudes Toward Clinical Death After Teaching the Philosophy of Death 教育研究:讲授死亡哲学后医学生临床死亡知识和态度的变化

Neurology: Education Pub Date : 2023-03-23 DOI: 10.1212/ne9.0000000000200055

Nicholas Ludka, A. Brummett, J. Wasserman

{"title":"Education Research: Changes in Medical Students' Knowledge and Attitudes Toward Clinical Death After Teaching the Philosophy of Death","authors":"Nicholas Ludka, A. Brummett, J. Wasserman","doi":"10.1212/ne9.0000000000200055","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200055","url":null,"abstract":"Varied meanings of death within medicine, bioethics, and society at large often produce disagreement and frustration between physicians and surrogate decision makers. We investigated whether teaching medical students about the philosophical aspects of death would change their attitude toward surrogate decision makers who assert nonstandard views of death.An 80-minute lecture covering philosophical debates surrounding medico-legal standards of death was given to second-year medical students at Oakland University William Beaumont School of Medicine during a neuroscience course. Participants completed a questionnaire containing Likert scale and open-ended questions before and after the intervention assessing their acceptance of, frustration toward, and likelihood of accommodating a request for surrogate decision makers who posited either a whole-brain, high-brain, or circulatory view of death. Change in knowledge was analyzed using the McNemar test, whereas attitudinal scores were compared with pairedttests. Open-ended responses were narratively analyzed to identify themes that elaborate quantitative findings.A total of 43 paired responses were analyzed from second-year medical students. Following the intervention, students expressed less frustration (χ¯diff= −0.64, 95% CI −0.15 to −1.15), greater likelihood of accommodating ventilator removal (χ¯diff= 0.60, 95% CI 0.41–0.85), and greater acceptance (χ¯diff= 0.63, 95% CI 0.28–0.91) of surrogates who endorsed a whole-brain view of death. Although students rated the high-brain view as more acceptable after the lecture (χ¯diff= 0.63, 95% CI 0.28–0.91), they were not more likely to remove a ventilator from a patient who had experienced high-brain death (χ¯diff= 0.19, 95% CI −0.30 to 0.67). Students were less likely to continue artificial ventilation for a brain-dead patient (χ¯diff= −0.61, 95% CI −0.91 to −0.30) despite no change in frustration toward the surrogate (χ¯diff= −0.26, 95% CI 0.20 to −0.70).Changes in attitudes across the 3 views of death suggest that increased awareness of the philosophical debate facilitates reflection of students' understanding and opinion of death. These findings support implementation of educational interventions to prepare students for future work with surrogate decision makers holding diverse sets of views on death.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127615612","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}

引用次数: 1

Education Research: Diversity in Neurology Graduate Medical Education Leadership 教育研究:神经病学研究生医学教育领导的多样性

Neurology: Education Pub Date : 2023-03-23 DOI: 10.1212/ne9.0000000000200060

Morgan C. Jordan, Zahari N. Tchopev, J. McClean

{"title":"Education Research: Diversity in Neurology Graduate Medical Education Leadership","authors":"Morgan C. Jordan, Zahari N. Tchopev, J. McClean","doi":"10.1212/ne9.0000000000200060","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200060","url":null,"abstract":"To describe the current landscape of gender and racial diversity among adult neurology residency and fellowship program directors (PDs). Diversity in medicine affects the quality of care provided to a diverse patient population. There are efforts in nearly every field of medicine to increase the diversity of the physician workforce. While there has been improvement in some of the known disparities in medicine such as gender disparities, these disparities have persisted in more senior academic positions in medicine.A data set was generated by the Association of American Medical Colleges for the purpose of this study using a variety of sources. The data included deidentified, person-level variables, including self-reported gender, race, or ethnicity, and the type of program for all PDs of Accreditation Council for Graduate Medical Education–accredited residencies and fellowships. This retrospective descriptive survey study sought to (1) describe the current gender and race climate of neurology PDs and (2) identify groups that may be disproportionally underrepresented in these positions compared with those in other specialties and levels of medical training. Descriptive statistics and tests of nonrandom association were performed to address the objectives.We found that 56.7% of residency PDs and 58% of fellowship PDs are male. The male to female ratio of PDs was similar to current neurology residents who are 53.4% male. There were significantly more female medical students (51.5%) compared with all other categories of academic rank other than neurology residency PDs (41.1%). Only 4.3% of residency PDs were Black and only 3.7% were Hispanic. There were no Black fellowship PDs, and 5.1% were Hispanic. There were significantly more non-White medical students and trainees compared with each PD group. The breakdown of gender and ethnic diversity of neurology PDs was similar to that of PDs from all residencies and fellowships.While there are many barriers to achieving diversity in medicine, program leadership in graduate medical education may be one of them. This report describes the current landscape of diversity among PDs of residency and fellowship programs in the United States. This study shows one snapshot in time, which can be used as a baseline during this era of change.","PeriodicalId":273801,"journal":{"name":"Neurology: Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132891750","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}

引用次数: 2