Neurology Education最新文献

{"title":"Game-Based Learning in Neuroscience","authors":"","doi":"10.1212/ne9.0000000000200113","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200113","url":null,"abstract":"","PeriodicalId":496615,"journal":{"name":"Neurology Education","volume":"13 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140275825","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: Introduction of a Standardized Communication Card to Facilitate Patient-as-Teacher Training for Medical Students in the Neurology Clerkship","authors":"Carmen Priego-Pérez, Punthitra Arpornsuksant, R. Salas, C. Gamaldo, Monica Lemmon, Roy E. Strowd, Doris G. Leung","doi":"10.1212/ne9.0000000000200115","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200115","url":null,"abstract":"","PeriodicalId":496615,"journal":{"name":"Neurology Education","volume":"13 12-13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140268657","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":"Opportunities and Challenges for Incorporating Artificial Intelligence and Natural Language Processing in Neurology Education","authors":"Renzo Figari Jordan, S. Sandrone, A. Southerland","doi":"10.1212/ne9.0000000000200116","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200116","url":null,"abstract":"","PeriodicalId":496615,"journal":{"name":"Neurology Education","volume":"51 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140427352","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: Evaluating Medical Student Learning Preference and Its Relationship to Clerkship Satisfaction","authors":"Margo A. Peyton, Andrew S. Lea, Roy E. Strowd, R. Salas, C. Gamaldo, Doris G. Leung","doi":"10.1212/ne9.0000000000200102","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200102","url":null,"abstract":"","PeriodicalId":496615,"journal":{"name":"Neurology Education","volume":"362 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138625642","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":"How to Peer Review a Neurology Education Manuscript","authors":"Daniel G. Di Luca, Steven M. Lazar, Preeta Gupta, Marie Charmaine S. Lukban, Cole Crowson, Dara V.F. Albert, Jeremy J. Moeller, Andres Fernandez, Andrew M. Southerland, Zachary London","doi":"10.1212/ne9.0000000000200099","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200099","url":null,"abstract":"Peer review is an essential process in scientific research, ensuring the comprehensiveness, accuracy, and suitability of manuscripts for publication. Neurology education research differs from biomedical clinical research in several ways. These differences encompass specific paradigms, the use of theoretical frameworks, and different methodological approaches. Despite the high number of studies and journal publications on neurology education, there is a dearth of resources and guidance on how to perform a formal review on this specific literature. This article aims to review the distinctive features of neurology education from clinical research while proposing an organizational framework and model for performing peer reviews of papers focused on neurology education.","PeriodicalId":496615,"journal":{"name":"Neurology Education","volume":"31 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589553","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: Neuroradiology Curriculum and Competencies Among Canadian Adult Neurology Residency Programs","authors":"Diana Benea, Rose Di Ioia, Julien Bejjani, Anne Xuan-Lan Nguyen, Isabelle Hardy, Isabelle Trop, Nicolas Jodoin","doi":"10.1212/ne9.0000000000200096","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200096","url":null,"abstract":"Background and Objectives While benefitting from neuroradiologists' reports, neurologists use their own image interpretation to guide clinical decisions, especially in acute care settings. This calls for robust neuroradiology training in neurology residency, informed by current educational gaps and practices. This study aims to (1) characterize the formal neuroradiology curriculum among Canadian neurology residency programs; (2) assess neurology residents' neuroimaging interpretation competencies; and (3) define neurology residents' and program directors' (PDs) attitudes toward the current curriculum and future directions. Methods Anonymous surveys were sent to Canadian neurology residents and PDs, querying neuroradiology learning activities, imaging modalities covered, assessment modalities, perceived residents' competencies to interpret different modalities, and attitudes regarding neuroradiology training. Residents were asked to interpret 15 neuroimaging cases. Descriptive and inferential analyses were performed. Potential differences in residents' interpretation success rates by seniority, self-perceived proficiency, and perception of curriculum sufficiency were examined using 2-tailed Welch tests with a 95% CI and Holm-Bonferroni comparison adjustment. Statistics were computed using Excel. Results Seventy-eight (32.6%) residents and 11 (68.8%) PDs participated. Ten of 11 PDs reported including a mandatory neuroradiology rotation, and 9/11 offered a formal neuroradiology curriculum covering head CT, head and neck CT angiography (CTA), spine MRI, and head MRI. Programs predominantly offered additional didactic lectures (9/11), teaching cases (8/11), and imaging websites (8/11). Most of the residents agreed with a minimum 1-month long rotation and desired regular didactics from neuroradiologists. Residents favored learning about head MRI (88.5%), head and neck CTA (76.9%), and spine MRI (69.2%). Senior residents' self-perceived competencies were highest for head CT, head MRI, and head and neck CTA, but lower than PDs' perception. Senior residents had greater interpretation scores than juniors (84.5% ± 13.2% vs 69.1% ± 19.9%; p < 0.0001). Most PDs (7/11, 63.6%) expressed satisfaction with current curricula vs 32.1% of residents. PDs identified time and educator shortages as main barriers to increased training. Discussion Neuroradiology training varies among programs. Residents expressed strong interest in commonly taught modalities, for which they also expressed high self-perceived competencies. However, PDs expressed greater satisfaction than residents with the current training. Leveraging interactions with neuroradiologists and online case-based learning while emphasizing trainees' interests can enhance postgraduate neuroradiology training for this useful skill.","PeriodicalId":496615,"journal":{"name":"Neurology Education","volume":"22 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590197","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: Quality and Validity Evidence for a National In-Training Examination for Epilepsy Fellows","authors":"Jeremy Moeller, Ernesto Gonzalez-Giraldo, France W. Fung, Emily L. Johnson, Ammar Kheder, Jane MacLean, Emily L. McGinnis, Wolfgang G. Muhlhofer, Joel M. Oster, Sarah Schmitt, P. Emanuela Voinescu, Lily C. Wong-Kisiel, Kandice J. Kidd, Amy Kephart, Fred A. Lado, Sudha Kilaru Kessler","doi":"10.1212/ne9.0000000000200090","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200090","url":null,"abstract":"Background and Objectives Epilepsy education has been transformed over the past 2 decades, leading to a need for structured formative assessment tools. The American Epilepsy Society developed the Epilepsy Fellowship In-Training Examination (EpiFITE) to provide high-quality formative assessment for fellows, to stimulate program improvement, and to guide future learning and teaching. The aim of this study was to explore validity evidence for the EpiFITE in meeting these goals. Methods Validity evidence was sought from multiple sources. The content of the examination was linked to the American Board of Psychiatry and Neurology blueprint for initial certification in epilepsy, and items were developed by trained experts. Internal structure was studied using internal consistency and item analysis. Surveys of fellows and fellowship directors focused on the examination experience (response process) and how results influenced fellow assessment, future learning, and program improvement (relationship to other variables and consequences). Results The EpiFITE was first administered in 2020, with 172 examinees from 67 programs. By 2022 (year 3), the EpiFITE was completed by 195 epilepsy fellows from 77 programs. The overall mean score of the examination was stable from year to year, and the committee predicted the difficulty of individual items with a high degree of accuracy. The examination had high internal consistency (Cronbach α 0.76–0.81). The median item discrimination index ranged from 0.17 in 2020 to 0.21 in 2022. Discrimination indices were lower (mean ≤0.10) for items that were either very easy or very difficult and significantly higher (mean &gt;0.20) for other items. Program directors and epilepsy fellows agreed the examination questions were appropriate and agreed that the EpiFITE helped them identify areas for self-directed learning. Program directors also found the examination helpful in identifying areas of strength and areas for improvement within their programs. Discussion There are several sources of evidence of the quality and validity of the EpiFITE. By exploring this validity evidence, we have identified several best practices in the development and evaluation of a subspecialty examination, and this experience could be helpful for developers of in-training examinations in other subspecialties.","PeriodicalId":496615,"journal":{"name":"Neurology Education","volume":"35 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134907866","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":"Scoping Review: Innovations in Clinical Neurology Education","authors":"","doi":"10.1212/ne9.0000000000200098","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200098","url":null,"abstract":"","PeriodicalId":496615,"journal":{"name":"Neurology Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134907347","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: Competency-Based EEG Education","authors":"Fábio A. Nascimento, Hong Gao, Roohi Katyal, Rebecca Matthews, Samantha V. Yap, Stefan Rampp, William O. Tatum, Roy E. Strowd, Sándor Beniczky","doi":"10.1212/ne9.0000000000200094","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200094","url":null,"abstract":"We recently published expert consensus-based curricular objectives for routine EEG (rEEG) interpretation for adult and child neurology residents. In this study, we used this curriculum framework to develop and validate an online, competency-based, formative and summative rEEG examination for neurology residents.We developed an online rEEG examination consisting of a brief survey and 30 multiple-choice questions covering EEG learning objectives for neurology residents in 4 domains: normal, abnormal, normal variants, and artifacts. Each question contained a deidentified EEG image, displayed in 2 montages (bipolar and average), reviewed and optimized by the authors to address the learning objectives. Respondents reported their level of confidence (LOC, 5-point Likert scale) with identifying 4 categories of EEG findings independently: states of wakefulness/sleep, sleep structures, normal variants, and artifacts. Accuracy and item discrimination were calculated for each question and LOC for each category. The test was disseminated by the International League Against Epilepsy and shared on social media.Of 2,080 responses, 922 were complete. Respondents comprised clinical neurophysiologists/experts (n = 41), EEG/epilepsy clinical fellows (n = 211), EEG technologists (n = 128), attending neurologists (n = 111), adult neurology residents (n = 227), child neurology residents (n = 108), medical students (n = 24), attending non-neurologists (n = 18), and others (n = 54). Mean overall scores (95% CI) were 82% (77–86) (clinical neurophysiologists), 81% (79–83) (clinical fellows), and 72% (70–73) (adult and child neurology residents). Experts were more confident than clinical fellows in all categories but sleep structures. Experts and clinical fellows were more confident than residents in all 4 categories. Among residents, accuracy and LOC increased as a function of prior EEG weeks of training. Accuracy improved from 67% (baseline/no prior EEG training) to 77% (>12 prior EEG weeks). More than 8 weeks of EEG training was needed to reach accuracy comparable with clinical neurophysiologists on this rEEG examination. Increase in LOC was slower and less robust than increase in accuracy. All but 3 questions had a high discrimination index (>0.25).This online, competency-based rEEG examination, mapped to a published EEG curriculum, has excellent psychometrics and differentiates experienced EEG readers from adult and child neurology residents. This online tool has the potential to improve resident EEG education worldwide.","PeriodicalId":496615,"journal":{"name":"Neurology Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136178597","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: Virtual Residency Interviews and the Second Look","authors":"Elizabeth A. Mauricio, Elizabeth A. Coon, Erika D. Driver-Dunckley, Stephen W. English, Jeremy K. Cutsforth-Gregory, Marie F. Grill, Jennifer M. Martinez-Thompson, Lyell K. Jones","doi":"10.1212/ne9.0000000000200095","DOIUrl":"https://doi.org/10.1212/ne9.0000000000200095","url":null,"abstract":"Background and Objectives The 2023 Match cycle was the third virtual interview season for adult neurology residency programs. This recruitment cycle differed from years prior because an in-person second-look event was offered by some programs to complement the virtual interview day. We sought feedback from those who interviewed for adult neurology residency positions at Mayo Clinic in Arizona, Florida, and Minnesota to gain applicants' perspectives on such events and identify best practices to improve the interview experience for future applicants. Methods Virtual interviews were conducted for adult neurology residency positions at Mayo Clinic in Arizona, Florida, and Minnesota for the 2023 Match. Each site hosted optional, in-person, no-stakes second-look events after program rank lists were finalized. After Match Day, interviewees at all 3 sites were invited to complete an anonymous electronic survey using Qualtrics software to gather feedback on the in-person events. Results Of the 240 interviewees for adult neurology residency positions at Mayo Clinic, 52 candidates participated in the in-person second-look event on the Arizona, Florida, or Minnesota campus in 2023. One-third of applicants (80/240) completed the anonymous survey, and of them, 34% (27/80) of respondents had attended a Mayo Clinic second-look event. The desire to step foot on campus, meet the residents in person, and visit the geographic area were the most important reasons driving attendance. Those who did not participate cited financial burden, lack of time, and insufficient notice to make travel plans as the most common factors influencing their decision not to attend. Nearly half of attendees who responded to the survey (10/21, 48%) changed their rank order list after the in-person event. Most of them who participated in a Mayo Clinic second-look event (19/21, 91%) would encourage future applicants to partake. Discussion While there are many advantages to virtual residency interviews, most applicants who participated in second-look events found that having an opportunity to visit the program in person was valuable when determining their rank list. Offering an optional, no-stakes, in-person visit allows interviewees to make more informed rank lists. Second-look events have the potential to complement the virtual interview day and may ultimately lead to greater satisfaction for matched applicants.","PeriodicalId":496615,"journal":{"name":"Neurology Education","volume":"17 4 Pt 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136178596","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}