Neurology. Education最新文献

{"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":"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}

{"title":"Education Research: Integration of Trainee and Faculty Clinics at an Academic Medical Center: Improving Quality of Care and Education.","authors":"Matthew Schelke, Anna C Cai, Comana Cioroiu, Dina Dababneh, Mihaela Negrutiu, Nasly C Montealegre, Jennifer Perez-Caro, Michelle Bell, Inna Kleyman, Kirk Roberts, Richard Mayeux, Olajide A Williams","doi":"10.1212/NE9.0000000000200328","DOIUrl":"10.1212/NE9.0000000000200328","url":null,"abstract":"<p><strong>Background and objectives: </strong>Trainees provide a large proportion of neurologic care at academic medical centers in the United States. However, compared with their corresponding faculty practices, traditional trainee practices are often physically separate, serve primarily government-insured patients, and provide poorer continuity-of-care and reduced access to subspecialty services. We attempted to mitigate these challenges by merging the trainee and faculty practices at the Columbia University Department of Neurology over the 2022-2023 academic years.</p><p><strong>Methods: </strong>Over the 2022-2023 academic years, the Department merged the neurology trainee and faculty practices by embedding trainees fully within faculty clinics. We describe our integration process and share preliminary data on its effects on continuity of care and access to subspecialty services. We also share results from preintegration and postintegration surveys to residents and faculty demonstrating improvement in education and mentorship experience.</p><p><strong>Results: </strong>By the 2023 academic year, trainees were fully embedded in faculty clinics and paired with longitudinal faculty mentors. This improved continuity of care for the patients in the former trainee clinics from 87.3% to 99.6% (<i>p</i> < 0.001) and a trend toward increase of subspecialty referrals from 41.5% to 45.5% (<i>p</i> = 0.142). It also significantly improved the educational and mentorship experience for residents and faculty.</p><p><strong>Discussion: </strong>This study shows that integration of trainee and faculty practices is feasible and can improve continuity of care for patient groups who often receive inequitable neurologic care in academic centers. It can also significantly enhance the educational and mentorship experience for both trainees and faculty.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200328"},"PeriodicalIF":0.0,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13268654/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148267910","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: Moving Beyond \"Outstanding\": Neurology Program Directors' Perspectives on the MSPE Clerkship Summaries.","authors":"Robert Thompson Stone, Tamara B Kaplan, Stephen Joseph Powell, Catherine Nicholas, Samantha P Myers, Melanie Braun, Andres Fernandez, Christopher J Mooney","doi":"10.1212/NE9.0000000000200319","DOIUrl":"10.1212/NE9.0000000000200319","url":null,"abstract":"<p><strong>Background and objectives: </strong>As standardized metrics in residency selection change, residency program directors increasingly rely on narrative components of the Medical Student Performance Evaluation (MSPE) clerkship summaries. However, wide variability in structure, language, and transparency limits their usefulness for high-stakes decision making. The aims of this study were to explore neurology and child neurology program directors' perspectives on the utility of MSPE neurology clerkship summaries and to identify features that enhance or undermine their value in residency selection.</p><p><strong>Methods: </strong>We conducted a qualitative study using semistructured interviews with US neurology and child neurology residency program directors. Participants reviewed and discussed 4 constructed MSPE neurology clerkship summary cases developed from deidentified authentic MSPE excerpts and designed to reflect variation in structure and content. Interviews were audio recorded, transcribed verbatim, and analyzed using reflexive thematic analysis informed by theories of narrative assessment and discourse. Trustworthiness was supported through analytic memos, peer debriefing, and investigator triangulation.</p><p><strong>Results: </strong>Thirteen program directors participated, and 6 themes emerged: (1) Participants valued honest and transparent narratives but perceived candid discussion of limitations as risky for students; (2) institutional variability in grading systems, access to neurology experiences, and evaluator practices limited fair comparison of applicants; (3) narratives were most useful when clearly structured, concise, and transparent about how evaluations were synthesized; (4) comparative information was viewed as essential for decision making, despite its susceptibility to bias; (5) program directors consistently reported that coded language was difficult to interpret and should be avoided; and (6) nonspecific laudatory comments diminished narrative value, whereas brief, concrete behavioral examples enhanced credibility and interpretability.</p><p><strong>Discussion: </strong>Neurology clerkship summaries in the MSPE remain influential yet imperfect tools for residency selection. Program directors favor narratives that are structured and specific and avoid coded or vague language. Targeted faculty development and adoption of shared narrative frameworks represent actionable strategies to improve fairness, clarity, and trust in narrative assessment within neurology education.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200319"},"PeriodicalIF":0.0,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13268655/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148267903","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":"Adapting Neurology Residency: A Case Study and Practical Guide for Accommodations for a Disabled Resident.","authors":"Thomas John Pisano, Laura A Stein","doi":"10.1212/NE9.0000000000200332","DOIUrl":"10.1212/NE9.0000000000200332","url":null,"abstract":"<p><p>Neurologists with disabilities remain underrepresented in the US physician workforce despite decades of legal protections mandating accommodation. Although the Americans with Disabilities Act provides a statutory framework, graduate medical education programs frequently lack structured, operational processes to implement accommodations in residency training. In this case study, a neurology program director and resident-both physicians with spinal cord injuries-describe how they adapted a neurology residency to support equivalent training while preserving educational rigor and patient safety. Before residency began, they identified accessible clinical sites, designed equivalent rotations to preserve educational rigor, and conducted audits of key clinical spaces. When environmental or scheduling demands exceeded feasible modification, they implemented alternative solutions that ensured the resident's educational exposure remained on par with nondisabled peers. Unanticipated barriers-including security policy changes and environmental hazards-further refined a structured workflow emphasizing early engagement, environmental review, and iterative reassessment. This experience informed development of a practical, replicable framework and accompanying Practical Guide. By documenting both anticipated and unforeseen barriers, this case illustrates how neurology training can evolve from ad hoc accommodation toward proactive institutional design that aligns inclusion with educational excellence.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200332"},"PeriodicalIF":0.0,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13268656/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148267837","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: Quality of Narrative Feedback Generated by a Large Language Model Compared With Expert Faculty for Case-Based Learning in Neurology Education.","authors":"Hannah Fruitman, Sasha Severin, Atikul Miah, Christina Gao, Haelynn Gim, Carolyn Qian, Sang-O Park, Kelly Hou, Edward L Kong, Benjamin Cook, Jasmin Le, Brandon Stretton, John Maddison, Liam G McCoy, Luke Collins, Andrew Vanlint, Rudy Goh, Matthew Arnold, Aye Thant, Rani Priyanka Vasireddy, Doris Kung, Ashley M Paul, Haatem Reda, Tamara B Kaplan, Adam Karp, Galina Gheihman","doi":"10.1212/NE9.0000000000200320","DOIUrl":"10.1212/NE9.0000000000200320","url":null,"abstract":"<p><strong>Background and objectives: </strong>Neurology learners often receive limited feedback in clinical settings because of workflow constraints, variability in supervision, and competing clinical demands. Artificial intelligence, including large language models (LLMs) may help address these gaps and provide clinical learners with effective formative feedback by generating real-time, case-specific feedback during neurology case-based learning (CBL). The aim of this study was to examine how the quality of LLM-generated feedback compares with human expert-generated feedback in neurology CBL.</p><p><strong>Methods: </strong>In this exploratory quantitative study, student participants undertook LLM-enabled interactive cases on the TEACHABLE platform, which included history gathering, physical examination elements, and ordering diagnostic testing. Participants were clinical-level students recruited from 2 medical institutions. Case transcripts were recorded and analyzed for feedback generation, which was provided by an LLM and human experts in 2 components: history taking/physical examination elements (H&P) and assessment and plan (A&P). Feedback characteristics including sentence count, word count, and reference to case key learning points were summarized and compared. Feedback quality was scored by blinded experts using the QuAL and EFeCT instruments. Results were compared for the H&P and A&P components of the case interactions.</p><p><strong>Results: </strong>Four student participants completed 5 interactive cases each, generating 20 total transcripts for feedback. Word and sentence number were similar among LLM-generated and expert-generated feedback, except for a greater word length in expert-generated A&P feedback. Regarding H&P, the LLM commented on the key learning points in 20/20 (100%) of the cases as compared with 39/60 (65%) for the human experts. For A&P, the LLM feedback discussed key points in 20/20 (100%) cases as compared with 39/40 (97.5%) for the human experts. The LLM feedback had no medical inaccuracies. QuAL and EFeCT scores were significantly greater for the LLM as compared with human experts for the H&P component, but not significantly different for the A&P component.</p><p><strong>Discussion: </strong>LLMs provided with key learning points can generate timely, quality feedback on case-based interactions in a manner comparable with human experts. A hybrid framework combining LLM-generated feedback with faculty input may offer high-quality and equitably accessible formative feedback at scale. These pilot findings are limited by a small sample size and experimental setting.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200320"},"PeriodicalIF":0.0,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13220965/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148140657","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: Defining Competencies and Consensus in Canadian Epilepsy Fellowship Training: A Thematic Discourse Analysis of Expert Perspectives.","authors":"Anita N Datta, Kristin M Ikeda, Aristides Hadjinicolaou, Gianluca D'Onofrio, Julia Jacobs, Juan Pablo Appendino, Carlos Ivan Salazar Cerda, Eliane Kobayashi, Rajesh Ramachandrannair, Kenneth A Myers, Aylin Y Reid, Jazlin Ebenezer, Esther Bui","doi":"10.1212/NE9.0000000000200318","DOIUrl":"10.1212/NE9.0000000000200318","url":null,"abstract":"<p><strong>Background and objectives: </strong>Epilepsy fellowship training in Canada is heterogeneous in program length, extent of electroencephalography (EEG) training, and exposure to transitional and surgical care. This study aimed to develop a national framework for epilepsy fellowship curricula by analyzing expert consensus within the Canadian League Against Epilepsy (CLAE) through thematic discourse analysis.</p><p><strong>Methods: </strong>We conducted a qualitative thematic discourse analysis of recorded CLAE expert panel meetings with 22 participants, including fellowship program directors and faculty educators. Discussions addressed core competencies, assessment practices, program duration, transition training, and advanced care. Transcripts were analyzed to identify recurrent discursive patterns and areas of alignment and tension.</p><p><strong>Results: </strong>Six interrelated themes were identified, emphasizing early mastery of foundational competencies, a staged introduction of advanced skills, hybrid time-and-competency structures, the formative use of EEG examinations, flexible transition and surgical exposure pathways, and guidance rather than governance. Participants negotiated national coherence while preserving institutional flexibility.</p><p><strong>Discussion: </strong>The findings support early acquisition of core competencies, context-sensitive advanced training, and formative assessment guided by competency-based medical education and sociocultural learning principles. This framework balances standardization with institutional flexibility to improve patient safety, trainee preparedness, and equitable access across Canadian programs.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200318"},"PeriodicalIF":0.0,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13189358/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147990773","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: Guided Worksheets to Support Residents as Clinical Teachers in the Neurology Clerkship.","authors":"Clare McGarvey Lambert, Jeffrey Dewey","doi":"10.1212/NE9.0000000000200311","DOIUrl":"10.1212/NE9.0000000000200311","url":null,"abstract":"<p><strong>Introduction and problem statement: </strong>Neurology residents are often tasked with incorporating impromptu medical student teaching into their clinical workflow, yet few resources exist that combine content and pedagogical guidance in an efficient format. Residents are also learning themselves and may experience anxiety around teaching, compounded by the additional cognitive load of identifying and addressing student learning needs. We developed a guided worksheet tool to make high-yield, effective clinical neurology teaching accessible to busy residents.</p><p><strong>Objectives: </strong>We piloted 4 self-guided worksheets on core neurology topics and examined student learning and the resident teaching experience. We aimed to (1) demonstrate successful student knowledge acquisition, retention, and satisfaction and (2) demonstrate improved resident teacher (RT) comfort, efficacy, and/or efficiency in clinical teaching on inpatient services.</p><p><strong>Methods and curriculum design: </strong>Four worksheets were developed: ischemic stroke basics, reading magnetic resonance imaging of the brain, intracranial hemorrhage, and seizures. Residents were asked to guide students through filling out a partially blank version, using a completed 'master' version as a guide, while providing targeted teaching when knowledge gaps were apparent. Student learning was assessed using presession, postsession, and two-week postsession quizzes. Qualitative analysis was performed on semistructured interviews with RTs to understand their experience teaching with the tool.</p><p><strong>Results and assessment data: </strong>Six RTs taught 27 medical students a total of 47 lessons. Learner knowledge scores improved immediately after lessons (1.24/3 ± 0.92 before lesson vs 2.75/3 ± 0.49 after lesson, <i>p</i> < 0.001) and were sustained at 2 weeks after lesson (1.24/3 ± 0.92 before lesson vs 2.47 ± 0.61 2 weeks after lesson, <i>p</i> < 0.001). RTs believed that the tool improved their clinical teaching, with themes of reducing stress around impromptu teaching, improving basic content delivery, the power of microlearning, and developing self-efficacy identified in qualitative interviews.</p><p><strong>Discussion and lessons learned: </strong>Guided worksheets offer content and can support RTs in providing effective clinical teaching while improving their comfort and self-efficacy. Expansion of these tools to additional high-yield topics may offer further support for resident teaching in the clinical setting.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200311"},"PeriodicalIF":0.0,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13178147/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147966897","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":"Determination of Brain Death/Death by Neurologic Criteria in Adults: A Structured Framework for Medical Educators.","authors":"Justine Cormier, Sean Marinelli, Catherine S W Albin, Nicholas A Morris, Ariane Lewis, Rachel B Beekman, David Matthew Greer, Sarah Wahlster, James A Town","doi":"10.1212/NE9.0000000000200316","DOIUrl":"10.1212/NE9.0000000000200316","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200316"},"PeriodicalIF":0.0,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13155692/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147871269","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}