Neurology. Education最新文献

{"title":"Reframing Patient-Centered Medical Education.","authors":"Roy E Strowd","doi":"10.1212/NE9.0000000000200367","DOIUrl":"10.1212/NE9.0000000000200367","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 3","pages":"e200367"},"PeriodicalIF":0.0,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13595559/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149027407","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 Innovation: The Impact and Benefits of Cross-Disciplinary Educational Collaboration Between a Department of Neurology and Department of Drama.","authors":"Erica Nerbonne, Scott Magelssen, Wolfgang G Muhlhofer","doi":"10.1212/NE9.0000000000200361","DOIUrl":"10.1212/NE9.0000000000200361","url":null,"abstract":"<p><strong>Introduction and problem statement: </strong>Simulation-based education is increasingly used in neurology training. Incorporating drama students as simulated patients and family members is a feasible approach to high-fidelity simulation, but formal evaluations and longitudinal outcomes of cross-disciplinary educational collaborations are limited. To address this gap, our neurology and drama departments jointly developed a simulation curriculum and assessment of its impact on educational outcomes of residents, and healthcare perception and performance skills of drama students.</p><p><strong>Objectives: </strong>Objectives of the curriculum were to provide hands-on practice with direct feedback, build confidence in skills and knowledge, foster long-term changes in behaviors and attitudes, evaluate cross-disciplinary simulation as an instructional method, and establish collaborative simulation-based education.</p><p><strong>Methods and curriculum description: </strong>A needs assessment of residents, alumni, faculty, and stakeholders informed curriculum development for neurology residency and undergraduate drama programs. Faculty-senior resident dyads developed inpatient and outpatient simulation scenarios. Drama students received presimulation coaching and portrayed patients and family members. Both groups participated in joint debriefings. We assessed educational outcomes using immediate and follow-up surveys, analyzing quantitative data descriptively and qualitative responses via directed content and thematic analysis using the Kirkpatrick framework.</p><p><strong>Results and assessment data: </strong>From June 2023 to December 2025, 41 neurology residents participated in 40 simulations as observers or active participants. The simulations incorporated 32 drama students. A total of 258 postsession evaluations were collected from residents and faculty and demonstrated high curriculum effectiveness with 83% to 91% of neurology residents and 98% to 100% of faculty recommending outpatient and inpatient simulations, respectively. Follow-up surveys were submitted by 61% of neurology residents and 62% of drama students. More than two-thirds (80%) of residents reported encountering at least 1 clinical case resembling a simulation within the subsequent 3 to 12 months, providing greater confidence in counseling patients and interpreting diagnostics. The vast majority (93%) of drama students recommended participation, 68% reported using skills developed during simulation in subsequent performances, and 85% reported a positive shift in perspective of healthcare professionals.</p><p><strong>Discussion and lessons learned: </strong>This simulation curriculum was associated with high learner satisfaction and perceived long-term transfer of clinical, communication, and performance skills among neurology residents and drama students. Our findings suggest cross-disciplinary simulation supports learning for both groups and provides a replicable model for ","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 3","pages":"e200361"},"PeriodicalIF":0.0,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13595558/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149027451","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: More Than a Checkbox: Implementing a Narrative-Based Child Neurology Resident Assessment System.","authors":"Christopher Latimer, Robert Thompson Stone, Elizabeth T Troy","doi":"10.1212/NE9.0000000000200330","DOIUrl":"10.1212/NE9.0000000000200330","url":null,"abstract":"<p><strong>Background and objectives: </strong>Frequent, high-quality feedback is essential for competency-based medical education, yet many graduate medical education assessment systems rely on rating scales and infrequent assessments, limiting actionable feedback. Narrative comments, recognized for their catalytic effect, remain underutilized. The objective of this study was to design and implement a narrative-based, competency-mapped assessment system within a child neurology residency program and evaluate the feasibility of this reform.</p><p><strong>Methods: </strong>The University of Colorado Child Neurology Residency Program redesigned its assessment system in 2023, guided by the Good Assessment framework and the Accreditation Council for Graduate Medical Education Child Neurology Milestones. The new system prioritized adaptability to clinical context, narrative specificity, and integration into existing MedHub workflows. Each form required selection of a competency to assess and justification through narrative comments. Faculty development sessions introduced the structure, expectations, and strategies for writing effective narrative comments. Primary outcomes included volume of assessments and narrative comments. Secondary measures included assessor diversity, time to completion, and distribution of competency selection. We conducted a pre-post analysis comparing a 6-month preintervention period (July-December 2023) with a 6-month postintervention period (July-December 2024).</p><p><strong>Results: </strong>In the first year of implementation, there were 13 residents. A total of 260 assessments were completed (mean 28.9 per resident), generating 816 narrative comments (mean 90.7 per resident). The median time to completion was 10.5 days (IQR 2-24). Forty-nine unique assessors contributed, including physicians (79.5%) and nonphysicians (20.5%). In the pre-post comparison, assessments increased by 129% (55 to 126), unique assessors by 106% (16 to 33), and narrative comments by 512% (49 to 300). Narrative comments addressed all mapped competencies, with Patient Care and Interpersonal Communication Skills most frequently represented.</p><p><strong>Discussion: </strong>A narrative-based, adaptable assessment system is feasible to implement at scale within a child neurology residency program and substantially increases the volume of workplace-based assessments. The system diversified assessors' perspectives and produced narrative comments across all competencies without compromising timeliness. Limitations include single-site design and absence of narrative quality assessment. Future work will focus on evaluating the quality of narrative comments and acceptability of this assessment methodology.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 3","pages":"e200330"},"PeriodicalIF":0.0,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13555679/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148922501","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: Neuropalliative Care Education: A National Survey of Neurology Program and Fellowship Directors.","authors":"Eileen Harrigan, Arielle M Kurzweil, Maureen I Ekwebelem, Daniel Shalev, Nuri Jacoby","doi":"10.1212/NE9.0000000000200364","DOIUrl":"10.1212/NE9.0000000000200364","url":null,"abstract":"<p><strong>Background and objectives: </strong>Patients with neurologic disease have a variety of unmet palliative care needs. Both the Accreditation Council for Graduate Medical Education and Academy of Neurology have emphasized the need for neuropalliative care education in recent years. Neurology training programs have widely variable practices in teaching neuropalliative care. This study aims to characterize current practices in providing neuropalliative care education across graduate neurology training and to identify barriers to its delivery.</p><p><strong>Methods: </strong>We surveyed program directors (PDs) of neurology residency and fellowship training programs in the United States regarding their current methods of teaching neuropalliative care topics, perceived importance of these topics, relevant subspecialty resources, and perceived barriers to providing neuropalliative care education.</p><p><strong>Results: </strong>Our survey was emailed to 777 PDs and fellowship directors. In total, 118 responses were included in the analytic sample (response rate 15.2%). Program directors generally perceived neuropalliative care education as important, with a median rank of 7 of 10. 91% of adult neurology residency programs and 66% of fellowship programs included palliative care topics in their didactics curricula. Topics emphasized varied depending on the training program's subspecialty. Respondents highlighted barriers to implementing neuropalliative care training, including inadequate trainee and faculty time and lack of adequate teaching faculty.</p><p><strong>Discussion: </strong>Neurology training programs continue to exhibit considerable variability in palliative care education curricula. Although most programs reported a presence of palliative care in their institutions, variability exists in the amount of palliative care education taught, the topics emphasized, and the teaching methods. Notably, there is an opportunity for fellowship programs to increase the amount of neuropalliative care topics taught in their curricula. Neurology residency and fellowship directors may benefit from using existing neuropalliative care curricula to enhance this area of education, partnering with local non-neurology faculty to teach palliative topics, and integrating palliative care topics into subspecialty training.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 3","pages":"e200364"},"PeriodicalIF":0.0,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545002/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898837","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 Innovation: Virtual Reality for Neuroanatomy Education Among Neurology Residents.","authors":"Ayush Gupta, Derek Bass, Christopher R Barton, Wanyu Zhang, Maiying Kong, Daniela Terson de Paleville","doi":"10.1212/NE9.0000000000200359","DOIUrl":"10.1212/NE9.0000000000200359","url":null,"abstract":"<p><strong>Introduction and problem statement: </strong>Advanced neuroanatomy knowledge is essential for clinical reasoning in neurology, yet residency training offers limited time to reinforce concepts. This contributes to persistent gaps in topics frequently tested on the Residency In-service Training Examination (RITE). This study evaluated the feasibility and educational impact of a virtual reality (VR) neuroanatomy curriculum intended to enable residents to (1) identify and spatially integrate arterial, venous, and ventricular structures; (2) improve performance on assessments targeting commonly missed RITE concepts; and (3) assess usability, engagement, spatial presence, and perceived educational value.</p><p><strong>Objectives: </strong>(1) To identify and label key neuroanatomical structures, (2) to describe spatial relationships relevant to clinical localization, (3) to apply neuroanatomy to clinical scenarios modeled after RITE items, and (4) to evaluate usability, engagement, and spatial presence of VR.</p><p><strong>Methods and curriculum description: </strong>A single-group, pre-post mixed-methods study among neurology residents at a single academic medical center. Participants completed a faculty-guided 40-minute VR session using Organon VR Anatomy on Meta Quest 3 headsets, focusing on cerebrovascular arterial supply, venous sinuses, ventricular anatomy, and key spatial relationships relevant to clinical localization. Knowledge was assessed using quizzes at baseline, postintervention, and at 2-week follow-up. Learner perceptions were measured using surveys, and data were analyzed using repeated-measures ANOVA and linear mixed-effects models, with mean differences and 95% confidence intervals reported.</p><p><strong>Results and assessment data: </strong>Thirty residents (mean age 30.5 years, SD 4.6; 50% female) completed all assessments. Mean scores increased from 8.57 (SD 2.75) at baseline to 11.37 (SD 2.27) immediately postintervention and were sustained at 11.20 (SD 3.07) at 2 weeks. The mean increase was 2.80 points (95% CI 1.45-4.15), representing an approximate 33% improvement, with sustained gains at follow-up (2.63 points; 95% CI 1.28-3.99). Participants reported high usability, engagement, and spatial presence.</p><p><strong>Discussion and lessons learned: </strong>This study demonstrates the feasibility of an instructor-guided VR neuroanatomy curriculum and provides preliminary evidence of improved knowledge and short-term retention. Findings should be interpreted in the context of a single-group design and nonidentical assessments, which limit causal inference. VR seems to be a promising adjunct to traditional instruction, particularly when combined with guided teaching. Future controlled studies are needed to evaluate comparative effectiveness and long-term clinical impact.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 3","pages":"e200359"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13544126/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898818","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: Online EEG Learning Platforms for Resident and Fellow Education.","authors":"Quoc Bao Nguyen, Gina Kayal, Ram Mani, Jay R Gavvala, Zulfi Haneef, Sarah Durica","doi":"10.1212/NE9.0000000000200356","DOIUrl":"10.1212/NE9.0000000000200356","url":null,"abstract":"<p><strong>Background and objectives: </strong>EEG interpretation is a core neurology competency, but instruction and supervised review vary across programs. Online platforms may supplement training, but their design and functionality are not well characterized. We reviewed publicly accessible online EEG platforms for residents and fellows.</p><p><strong>Methods: </strong>We conducted a scoping review of publicly available online EEG learning platforms using a multipronged identification strategy (June 2025 to January 2026) that included independent web searches by multiple reviewers, targeted screening of professional society and organizational websites, review of EEG education literature and conference materials, author knowledge, and AI-assisted searching using ChatGPT (OpenAI) to generate candidate platform names and search terms. Platforms were eligible if they were stable, web-based educational environments primarily intended to teach EEG interpretation or EEG-related clinical neurophysiology, with structured organization and at least 1 active learning feature beyond one-way media delivery. Two reviewers independently evaluated platform features using a standardized charting form covering educational delivery (accessibility, interactivity, assessment, feedback, and program integration) and EEG technical functionality (content breadth, pediatric/neonatal availability, scrolling and manipulation, and intensive care unit [ICU]/intraoperative monitoring [IOM]/quantitative EEG [qEEG] coverage). When contact information was available, creators of free-to-access platforms were contacted to verify platform features.</p><p><strong>Results: </strong>Of 16 sources identified, 1 standalone video-sharing channel was excluded, leaving 15 platforms. Ten (67%) were free. Feedback was available on 12 (80%): automated on 9 (60%) and personalized on 3 (20%); all personalized feedback required payment. Only 1 platform (7%) reported trainee progress to a program director. Among free platforms, all included adult EEG examples; 7 (70%) included pediatric content, 4 (40%) neonatal content, 4 (40%) EEG manipulation, 6 (60%) ICU EEG, 3 (30%) qEEG, and 1 (10%) IOM.</p><p><strong>Discussion: </strong>Online EEG learning platforms provide accessible, scalable foundational instruction but vary in functionality. Gaps include limited pediatric and neonatal content, restricted EEG manipulation, and limited personalized feedback or program-level integration. For training programs, these findings support using online platforms to standardize foundational exposure while integrating them into hybrid curricula that combine self-directed learning with supervised case review, expert feedback, and milestone-based assessment. Future platforms, including artificial intelligence-enabled tools, may further personalize EEG education by tracking learner progress and recommending targeted cases or modules.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 3","pages":"e200356"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13544128/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898805","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 Innovation: A Multicenter Feasibility Study of a Consensus-Based Brain Death Simulation Curriculum.","authors":"Amjad Elmashala, Catherine S W Albin, Daniel S Harrison, Lauren Koffman, Xin Zhou, Jamie Nicole LaBuzetta, Rachel B Beekman, Stefanie P Cappucci, Matthew Bevers, Hera Kamdar, Matthew T Hoerth, Ariane Lewis, Sarah Wahlster, Justine Cormier, Jenna Ford, David Matthew Greer, Nicholas A Morris","doi":"10.1212/NE9.0000000000200335","DOIUrl":"10.1212/NE9.0000000000200335","url":null,"abstract":"<p><strong>Introduction and problem statement: </strong>Competency in brain death/death by neurologic criteria (BD/DNC) determination is an Accreditation Council for Graduate Medical Education (ACGME) milestone in neurology residency and neurocritical care fellowship; however, trainees have limited clinical exposure and receive inconsistent training across institutions. Simulation offers a standardized, safe environment to teach and assess BD/DNC, but multi-institutional implementation remains unstudied. The aim of this study was to evaluate the feasibility of implementing a consensus-based BD/DNC curriculum and to assess its impact on trainee confidence.</p><p><strong>Learning objectives: </strong>By the end of the curriculum, trainees will be confident in assessing BD/DNC prerequisites, performing a complete neurologic examination, safely conducting and interpreting apnea testing, and accurately declaring BD/DNC.</p><p><strong>Methods and curriculum description: </strong>Through an iterative consensus process, 3 simulation cases addressing BD/DNC confounders were developed and implemented across high-fidelity and low-fidelity settings. Neurology residents and neurocritical care fellows were recruited by email from 6 academic centers in the United States. Participants each completed one case and received debriefing. Learning objectives were assessed using a 17-item, 5-point Likert pre/postsurvey assessing confidence across 4 BD/DNC domains: \"Setup and Family Counseling,\" \"Prerequisites,\" \"Neurologic Examination,\" and \"Apnea Test and Declaration of BD/DNC.\" Composite domain medians were compared using the Wilcoxon signed-rank test, and change scores (post-pre) were compared between fidelity groups using the Mann-Whitney <i>U</i> test.</p><p><strong>Results: </strong>Nineteen participants (9 female [47%]; predominantly PGY-4 trainees) were enrolled. Median [IQR] pre-post composite confidence scores improved significantly across all domains: \"Setup and Family Counseling,\" 4 [3.5-4] to 4.5 [4-5]; \"Prerequisites,\" 4 [4-5] to 4.5 [4-5]; \"Neurologic Examination,\" 4 [4-4] to 4.5 [4-5]; and \"Apnea Test and Declaration of BD/DNC,\" 3 [3-4] to 5 [4-5]. The effect sizes (Wilcoxon r) ranged from 0.79 to 0.88 across domains. There were no significant differences in the magnitude of improvement between high-fidelity and low-fidelity groups. After curriculum implementation, 13 of 19 participants (68%) self-assessed their ACGME BD/DNC milestone competency to be level 4 or 5.</p><p><strong>Discussion and lessons learned: </strong>This multi-institutional pilot demonstrated that a consensus-based BD/DNC simulation curriculum is feasible and improves trainee confidence despite limited previous clinical exposure. Key lessons include the feasibility of multicenter collaboration, standardizing core practices while accommodating local variability, and designing adaptable curricula that achieve similar outcomes across resource-diverse settings.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 3","pages":"e200335"},"PeriodicalIF":0.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13330576/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148393113","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: Educational Informatics: Characterizing Child Neurology Resident Clinical Experiences Using Electronic Health Record Data.","authors":"Rachel Gottlieb-Smith, Joshua Adams, Miya E Bernson-Leung, Brian Stamm, Mark V Mai, Robert Thompson Stone, Elizabeth T Troy, Kathryn Xixis, Bittu Majmudar-Sheth, Louis T Dang, Adam C Dziorny","doi":"10.1212/NE9.0000000000200334","DOIUrl":"10.1212/NE9.0000000000200334","url":null,"abstract":"<p><strong>Background and objectives: </strong>Gaps in preparedness for independent practice are common among recent graduates. Clinical experiences serve as the foundation for learning during residency, yet the breadth and variability of clinical exposure of child neurology residents remain poorly characterized. To inform programmatic curricular development and precision medical education (PME), we must better characterize learners' clinical exposure during training. We aimed to use electronic health record (EHR) data to catalog resident clinical experiences, linking diagnostic codes to educational benchmarks.</p><p><strong>Methods: </strong>We performed a retrospective cohort study of 11 child neurology residents at a single institution in their neurology years of training between July 2024 and May 2025. We used an established algorithm to determine which patient encounters were most meaningful for resident education, based on EHR interaction, and extracted International Classification of Disease (ICD)-10 codes from these encounters. We mapped ICD-10 categories to American Board of Psychiatry and Neurology (ABPN) child neurology certification examination content areas. We identified the most frequent ICD-10 categories seen in inpatient and outpatient settings. We also identified the frequency of ABPN content areas seen across encounters and compared with their relative frequency on the certification examination.</p><p><strong>Results: </strong>We identified 3,109 meaningful outpatient and 4,469 meaningful inpatient encounters over an 11-month period. The crosswalk between ICD-10 categories and ABPN content areas contains 385 ICD-10 categories mapped to ABPN content domains. There was 90.0% ICD-10 category capture for outpatient encounters and 73.8% for inpatient encounters. The most frequent ICD-10 categories were \"epilepsy and recurrent seizures\" and \"migraine\" (outpatient) and \"cerebral infarction\" and \"convulsions\" (inpatient). More than half of ABPN content areas were underrepresented in clinical exposure compared with the certification examination. There was overrepresentation of 3 ABPN content areas: \"epilepsy and episodic disorders,\" \"vascular neurology,\" and \"headache and pain disorders.\"</p><p><strong>Discussion: </strong>A novel crosswalk between ICD-10 categories and ABPN content areas for child neurology enables transformation of EHR-coded data to educationally meaningful information. Using this crosswalk to characterize resident experiences from EHR data may inform rational curricular design and PME. Programs may use these data to optimize rotations and target experiential learning gaps at individual and program levels, resulting in better preparation for autonomous practice.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 3","pages":"e200334"},"PeriodicalIF":0.0,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13316738/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148364728","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 Innovation: <i>ABCs of Child Neurology</i>: An Article-Based Curriculum to Strengthen Outpatient Training Through Self-Directed Learning.","authors":"Elizabeth T Troy, Jan Martin, Michelle Tutmaher, Hannah Gilbert, John Binder, Lori Silveira, Megan Abbott, Timothy J Bernard, Scott Lance Rosenthal, Aaron M Carlson, Jeremy J Moeller, Tai Lockspeiser","doi":"10.1212/NE9.0000000000200327","DOIUrl":"10.1212/NE9.0000000000200327","url":null,"abstract":"<p><strong>Introduction and problem statement: </strong>Establishing a foundation of outpatient knowledge is key for child neurology residents as they prepare for careers shaped by evolving diagnostics and treatments. Although national recommendations define core didactic content, strategies for implementation vary widely. To address this gap, educators developed the <i>ABCs of Child Neurology (ABCs)</i>, an asynchronous, article-based curriculum grounded in the Master Adaptive Learner framework.</p><p><strong>Objectives: </strong>On participation, learners will (1) develop competency in outpatient child neurology foundational principles and (2) cultivate self-directed learning behaviors through an asynchronous curriculum.</p><p><strong>Methods and curriculum description: </strong><i>ABCs</i> is mirrored after the American Board of Psychiatry and Neurology (ABPN) Article-Based Continuing Certification program. It comprises 40 modules across 8 core outpatient topics, each featuring a high-yield clinical article and 5-item assessment. The curriculum was implemented during the 2024-2025 academic year for child neurology residents (PGY3-PGY5) at a single institution. Learner expectations include completing 1 module per month and scoring ≥80% on the assessment to receive credit. Evaluation follows the New World Kirkpatrick model, evaluating learner reaction and knowledge growth. Outcomes include module completion rates, aggregate performance on module assessments, and postmodule and postintervention surveys. Descriptive statistics and subgroup analyses by postgraduate year were performed.</p><p><strong>Results and assessment data: </strong>Ten residents (100%) participated in the pilot. Overall completion rate was 97%, with individual rates ranging from 75% to 107%. Of 129 completed modules, 116 (89.9%) were passed on the first attempt. Mean assessment score was 4.4/5 (SD = 0.8), and median completion time was 43 minutes (IQR-17-470 minutes). Patient care was the most common motivator (41.9%). Postmodule survey ratings revealed 95.7% (mean = 4.5/5; SD = 0.6) of content as essential to practice and 94% (mean = 4.5/5; SD = 0.6) reporting likelihood to apply material. Ratings increased across training levels-PGY-3 = 4.0 (SD = 1.1), PGY-4 = 4.4 (SD = 0.8), and PGY-5 = 4.7 (SD = 0.6) (<i>p</i> = 0.008). Postintervention surveys indicated strong endorsement of the curriculum to colleagues (4.5/5; SD = 0.7; 90% rating 4 or 5).</p><p><strong>Discussion and lessons learned: </strong>Early work at a single institution supports the feasibility and quality of an asynchronous, article-based curriculum for outpatient child neurology education. Key lessons from the pilot included prioritizing usability to support sustained engagement and aligning content with clinical responsibilities. Future work will evaluate scalability across multiple institutions and explore qualitative insights to optimize integration of asynchronous curricula.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200327"},"PeriodicalIF":0.0,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13280785/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148298588","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 Future of Child Neurology Residency Training: The Perspective of a Child Neurology Society Task Force.","authors":"Bruce H Cohen, Donald L Gilbert, Kathryn Xixis, Brenda L Banwell, Azara Singh, Lindsay M Pagano, Amy Brooks-Kayal, Laura Kirkpatrick, Nina F Schor, Soe S Mar, Daniel Crowder, Monique Terrell, Peter B Kang","doi":"10.1212/NE9.0000000000200331","DOIUrl":"10.1212/NE9.0000000000200331","url":null,"abstract":"<p><strong>Background and objectives: </strong>Postgraduate residency in the United States is complex, and each medical field faces unique educational challenges. Child neurology has had a distinct identity for decades, yet its training curriculum originated from a joint venture of 2 larger and older fields, pediatrics and neurology. The traditional five-year training sequence consists of 2 years of pediatrics, 1 year of adult neurology, and 2 years of child neurology, as well as all other educational experiences, including electives. The contents of each major component have changed, in some instances dramatically, over the years, yet the original basic structure remains.</p><p><strong>Methods: </strong>In anticipation of upcoming reviews of the child neurology training curriculum, the Child Neurology Society (CNS) convened a task force to review key aspects of this training curriculum. The task force members were surveyed anonymously both before and after a series of discussions to consider the current and expected educational needs of child neurologists in the mid-21st century, following a modified Delphi approach.</p><p><strong>Results: </strong>The consensus was that child neurology has matured immensely as a field, with substantial subspecialization becoming common at major academic medical centers. There was significant variability in the availability of pediatric neurologic subspecialty training in fields such as neurogenetics and neuromuscular neurology across the United States. The preponderant view of the Task Force was that the child neurology training curriculum should be reviewed and potentially modified in accordance with the evolving educational needs of child neurologists, particularly with regard to general pediatrics and adult neurology training. The spectrum of faculty expertise and curricular emphasis across programs, viewed as a strength of training options, precluded reaching consensus on details of appropriate changes.</p><p><strong>Discussion: </strong>The findings of the task force indicate that there will be a need for ongoing evaluation and updating of the child neurology training curriculum in future years. Before the next formal review of the child neurology training curriculum by the Accreditation Council for Graduate Medical Education, we recommend a robust discussion among multiple stakeholders, including accreditation bodies, medical specialty boards, and professional societies such as the CNS that represent child neurologists in practice and in training.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200331"},"PeriodicalIF":0.0,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13271257/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148274542","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}