Neurology. Education最新文献

{"title":"Disruptive Technology: Is It Pulling Us Away or Pushing Us Back to Patient-Centered Training?","authors":"Roy E Strowd","doi":"10.1212/NE9.0000000000200179","DOIUrl":"https://doi.org/10.1212/NE9.0000000000200179","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200179"},"PeriodicalIF":0.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694798/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142934407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum Innovations: A Novel Neurology Clinician-Educator Program.","authors":"Rafid Mustafa, Sherri A Braksick, Jeremy K Cutsforth-Gregory, David B Burkholder, Eoin P Flanagan, Jonathan Graff-Radford, Christopher J Boes, Andrea N Leep Hunderfund, Lyell K Jones, Elizabeth A Coon","doi":"10.1212/NE9.0000000000200175","DOIUrl":"10.1212/NE9.0000000000200175","url":null,"abstract":"<p><strong>Background and objectives: </strong>Neurology residents serve as frontline teachers for junior trainees but often lack formal training in medical education. We developed a novel longitudinal curriculum to enhance the teaching skills and educational leadership of residents interested in pursuing careers as clinician-educators.</p><p><strong>Methods and curriculum description: </strong>We developed and piloted a Neurology Clinician-Educator Program (NCEP) with the following goals: (1) improve resident satisfaction with opportunities to develop teaching skills, (2) improve resident satisfaction with opportunities to transition into a clinician-educator role after training, and (3) enhance resident teaching skills using evidence-based strategies. The NCEP was implemented on an optional basis for senior neurology residents at a single academic institution and applied through a thematic framework centered around experiential learning theory. The program involved 2 immersive 3-week experiences including both didactic and application formats. These sessions were integrated through the implementation of capstone education projects, facilitating the translation of theoretical knowledge acquired from the NCEP into real-world practice. Satisfaction with opportunities to develop clinician-educator skills was measured through preimplementation and postimplementation surveys distributed to the entire residency cohort while participant progression of educator skills was measured through faculty-guided self-assessment of the Accreditation Council for Graduate Medical Education (ACGME) Clinician Educator Milestones framework.</p><p><strong>Results and assessment data: </strong>Eight residents completed the 2-year NCEP in its initial iteration. Residents throughout the entire residency program (response rate 24/27 before implementation and 25/27 after implementation) reported significantly higher satisfaction with opportunities to develop teaching skills (64% after implementation vs 33% before implementation, <i>p</i> = 0.032) and with opportunities to transition into a clinician-educator role following training (68% after implementation vs 29% before implementation, <i>p</i> = 0.007) after implementation of the NCEP. Among the 8 residents who completed the NCEP, faculty-guided self-assessment improved significantly (<i>p</i> < 0.05) in 14 of 20 ACGME Clinician Educator Milestone domains.</p><p><strong>Discussion and lessons learned: </strong>This study demonstrates the successful implementation of a novel curriculum for neurology residents interested in becoming clinician-educators. The NCEP was well received by participants, resulted in improved satisfaction with opportunities to develop clinician-educator skills, increased learning of education concepts and skills, and resulted in behavioral change reflected in various capstone education projects.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200175"},"PeriodicalIF":0.0,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694801/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: The Neurohumanities in Training: Integrating a Humanities Curriculum Within Neurology Residency Programs.","authors":"Mattia Rosso, Tatiana Greige, Charles Palmer, Greta Solinap Peng, Rumyar V Ardakani, Alexander Frolov, Manju George, Raphael Arellano Carandang, Galina Gheihman, Michael P H Stanley","doi":"10.1212/NE9.0000000000200178","DOIUrl":"10.1212/NE9.0000000000200178","url":null,"abstract":"<p><strong>Background and objectives: </strong>Perhaps stemming from the central role of detailed examinations and a focus on the subjective sphere that grounds their clinical practice, neurologists have frequently opined on experiences traditionally a province of humanities. The increasingly technological focus on medical education and care can be seen to devalue the subjective aspects of medicine. As a counter to this, we report on the existence of neurohumanities curricula within neurology residency training.</p><p><strong>Methods: </strong>We conducted an exploratory descriptive analysis of a convenience sample of 6 neurology residency programs in the United States with neurohumanities curricula. We reported the objectives of each program and feedback from participants. Finally, we described and identified patterns within the curricula and participant feedback.</p><p><strong>Results: </strong>A shared feature of all programs was recency because all were started within the past decade. Seven sources of variability were timing, target audience, setting, scope of didactics, funding, regional differences, and objectives. The events ranged from mandatory to optional, from fully integrated in residency didactics to extracurricular. While residents were the primary audience across all programs, medical students and faculty were included as optional in some of the curricula. Objectives varied from clinical skill enhancement (e.g., improving observation through art), wellness (e.g., narrative medicine, self-reflection), to the scholarly exploration of the intersection between humanities and neuroscience.</p><p><strong>Discussion: </strong>Our findings illustrated different ways of integrating humanities into neurology residency training. We highlighted the diverse approaches and objectives adopted by each program, which ranged from pedagogy to wellness. We hope this preliminary study will serve as a first step in the broader assessment of the needs, which neurohumanities curricula can address within neurology training. We also hope that this will lead to more formal assessment of the possible benefits of such implementation, which may include reflecting on clinical practice, debriefing from stressful events, and engaging with humanities.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200178"},"PeriodicalIF":0.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694799/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: Utilization of Simulation in Residency Programs: A Survey of Adult Neurology Residency Program Directors.","authors":"Shivani Ghoshal, Catherine S W Albin, Nisha A Malhotra, Ifeyinwa Asonye, John Budrow, Rebecca Stainman, Arielle Kurzweil, Michelle Bell, Jenna Ford, Inna Kleyman, Nina Massad, Yara Mikhaeil-Demo, Briana Wasserstrom, Zahari Tchopev, Nicholas A Morris","doi":"10.1212/NE9.0000000000200156","DOIUrl":"10.1212/NE9.0000000000200156","url":null,"abstract":"<p><strong>Background and objectives: </strong>Previous research has demonstrated that simulation-based medical education (SBME) can improve neurology trainees' confidence, knowledge, and competence. However, a general needs assessment and review of current SBME used within neurology are needed to guide SBME curriculum development. The objective of this study was to describe the current use of SBME in resident education and to assess perceived barriers to expanding SBME interventions.</p><p><strong>Methods: </strong>We surveyed adult neurology residency program directors (PDs) listed in the Accreditation Council for Graduate Medical Education directory using a Qualtrics-based survey platform. Survey questions addressed current utilization of SBME and barriers to SBME growth.</p><p><strong>Results: </strong>Seventy-five PDs of 171 contactable PDs responded to our survey (response rate 44%). Of the respondents, 84% (64/75) report using SBME in their adult neurology residencies. Of those using SBME, 87% (55/64) programs create their own cases. Most programs use simulation to teach neurocritical care topics (63%) and vascular neurology (78%); few use simulation to teach outpatient topics and teleneurology. Among programs that use SBME, there was variability in the frequency of the SBME interventions and in the target trainee cohort. Among responding programs, most expressed interest in expanding SBME in their curriculum (69%, 52/64), but frequently cited lack of faculty protected time (55%), funding (35%), and resident availability (32%) as barriers to doing so.</p><p><strong>Discussion: </strong>Most responding programs use SBME. However, the frequency and target learner for SBME interventions varied between programs. Many programs wish to expand SBME at their institutions but are constrained by limited protected time and institutional financial support. We discuss potential solutions to the perceived barriers to SBME, including intra-institutional collaboration to advance SBME use and case diversity for learners and help innovate neurology medical education.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200156"},"PeriodicalIF":0.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694796/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simulation in Neurology Residency: Tools to Succeed but Still Mountains to Overcome.","authors":"Daniel S Harrison, Nikita Chhabra","doi":"10.1212/NE9.0000000000200167","DOIUrl":"10.1212/NE9.0000000000200167","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200167"},"PeriodicalIF":0.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694800/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: The MANET Project: Museum Art in Neurology Education Training.","authors":"Tatiana Greige, David Odo, Camran Mani, Stephanie Bissonnette, Pria Anand","doi":"10.1212/NE9.0000000000200170","DOIUrl":"10.1212/NE9.0000000000200170","url":null,"abstract":"<p><strong>Background and objectives: </strong>Multiple studies have shown that visual arts training has improved observational and communication skills and empathy among medical students and resident physicians. The benefits of such training for neurology residents remain scarce. This project aims to introduce neurology residents to the world of visual arts, improve their observational skills, foster their empathic skills, and provide them with a unique space for self-expression.</p><p><strong>Methods: </strong>Neurology residents at an urban tertiary academic medical center in the northeastern United States received multiple custom-designed art observation training sessions at the Fogg Museum. Sessions were led by professional art educators and involved visiting multiple galleries in-person. Residents completed preintervention and postintervention tests to assess for change in their observational skills. The test was composed of artwork, MRIs, and videos with neurologic findings, which were all graded using a priori rubrics. The primary outcome was the difference between preintervention and postintervention total test scores. Secondary outcomes included the differences between preintervention and postintervention scores for art imagery and clinical imagery. Two-tailed paired Student t test was used.</p><p><strong>Results: </strong>Seventeen neurology residents attended the museum art sessions throughout the academic year and 12 (71%) residents completed both the preintervention and postintervention tests. Observational skills, as calculated by the total score, improved significantly between the preintervention and postintervention tests (mean score 22.75 vs 33.5, respectively, <i>p</i> = 0.00005). Most residents noted a subjective improvement in their communication and observational skills and an increase in their empathy skills. All residents noted feeling more comfortable with the notion of ambiguity in a clinical setting.</p><p><strong>Discussion: </strong>Residents' observational skills improved significantly throughout the academic year. This study emphasizes the importance of visual arts in neurology training. Art can further develop residents' observational skills, foster their empathy and humanity, and provide them with a safe space for self-reflection and personal growth.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200170"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694775/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instagram as an Educational Opportunity for Neurology and Neuroscience.","authors":"Stefano Sandrone","doi":"10.1212/NE9.0000000000200152","DOIUrl":"10.1212/NE9.0000000000200152","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200152"},"PeriodicalIF":0.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694794/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"National Institute of Neurological Disorders and Stroke Clinical Trials Methodology Course: Summary and Accomplishments 2014-2023.","authors":"Mark Quigg, Laurie Gutmann, Robin A Conwit, Christopher S Coffey, Roger J Lewis, Courtney Miller, William J Meurer","doi":"10.1212/NE9.0000000000200174","DOIUrl":"10.1212/NE9.0000000000200174","url":null,"abstract":"<p><p>The Clinical Trials Methodology Course (CTMC), given from 2014 to 2023, was conducted to educate early-career clinical investigators from various backgrounds in neurosciences in the design of clinical trials and to provide mentorship to enhance academic careers and retention plus improve research productivity and the likelihood of successful grant applications. This summary describes the rationale, history, structure, and trainee outcomes of the CTMC. The course used small groups, consisting of 1-2 clinical faculty advisor(s), 1 faculty biostatistician, and 2-4 trainees who met remotely approximately weekly over 12 weeks. Faculty and trainees then met for a 4-day in-person residential course. Follow-up activities included 2-3 follow-up remote meetings and a mock study section review of draft grant applications. The CTMC enrolled 243 trainees from 2014 to 2023 (excluding 2020) into Foundation (173) or other (70) tracks. Ninety-six percent of trainees remained in academic positions. Trainees published 7,666 peer-reviewed articles from their enrollment year to 2023 (mean 31.5 articles per trainee, or mean ± SD of 5.0 ± 5.1 articles per year per trainee). There were 7,120 unique articles; trainees were coauthors in 546. Of 173 Foundation Track trainees, 109 (63%) submitted an NIH grant as principal investigator or co-principal investigator, and 68 (62% of 109 submitters) were funded within a median of 3 years after course completion. Of the 243 total trainees, 91 (38%) were principal investigators for at least 1 NIH grant since their course participation to 2023. Trainees have participated as medical monitors, members of data and safety monitoring boards, investigators for NIH research networks, and faculty in the CTMC itself. CTMC has provided a robust foundation in clinical trial methodology in neuroscience research to a generation of clinical investigators.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200174"},"PeriodicalIF":0.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694788/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Historical Case for a Strong and Diverse Neurology Clerkship Leadership Team.","authors":"Ashley Paul, Doris G Leung, Carlos G Romo, Vinay Chaudhry, Justin C Mcarthur, Eric H Kossoff, Jessica Nance, Charlene E Gamaldo, Rachel Marie E Salas","doi":"10.1212/NE9.0000000000200149","DOIUrl":"10.1212/NE9.0000000000200149","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200149"},"PeriodicalIF":0.0,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694787/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: Trends of Neurology Clerkships in the United States Amidst a Global Pandemic.","authors":"Stephen VanHaerents, Doris Kung, Erin Furr-Stimming, Jeremy K Cutsforth-Gregory, Joshua Weaver, Carolyn M Cahill, Tasha Ostendorf, Christopher M Keran","doi":"10.1212/NE9.0000000000200169","DOIUrl":"10.1212/NE9.0000000000200169","url":null,"abstract":"<p><strong>Background and objectives: </strong>To report a 2022 survey of US medical school neurology clerkship directors (CDs) and to compare the results with those of similar surveys conducted in 2005, 2012, and 2017.</p><p><strong>Methods: </strong>An American Academy of Neurology (AAN) Consortium of Neurology Clerkship Directors (CNCD) workgroup developed the survey sent to all neurology CDs listed in the AAN CNCD database. Comparisons were made with 2005, 2012, and 2017 surveys.</p><p><strong>Results: </strong>The response rate was 72 (47%) of 152 CDs. The number of respondents reporting a required neurology clerkship has not significantly changed over the past 17 years (93%, 93%, 94%, and 96% for 2005, 2012, 2017, and 2022, respectively, <i>p</i> = 0.848), but the timing of the clerkship has shifted. The proportion of clerkships that occur exclusively in students' third year has fluctuated around 50% since 2012 (56% in 2012, 51% in 2017, and 58% in 2022). Those taken only in the fourth year have decreased (from 45.6% in 2005, to 12% in 2012, 9% in 2017, and 3% in 2022 <i>p</i> < 0.001). Three-fourths of respondents (n = 54 of 72) report a 4-week clerkship duration, the same as past years (75% in 2017 and 75% in 2012). During the initial stages of the coronavirus disease 2019 (COVID-19) pandemic (March 2020-July 2021), students in the neurology clerkship spent an average of 6 hours in online learning compared with 3 hours currently (<i>p</i> < 0.001). Respondents received an average of 27% of a full-time equivalent protected time. 87% indicated that they are very or somewhat satisfied in their role, but most (60%, n = 38/63) indicated that they have experienced burnout at some point within their career as a neurology CD.</p><p><strong>Discussion: </strong>Neurology clerkships remained resilient in the United States through the initial stages of the COVID-19 pandemic with demonstrated consistency in structure, curriculum, and administration. There has been a continued increase in the requirement of the clerkship as a 4-week clinical experience. The needs persist for more clerkship coordinator support and more protected time for neurology CDs. Despite high satisfaction, most of the respondents have experienced burnout for a variety of reasons, including lack of protected time and competing obligations.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200169"},"PeriodicalIF":0.0,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11744480/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}