Neurology. Education最新文献

{"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}

{"title":"Education Research: Learning to Prognosticate: An Educational Needs Assessment with Senior Child Neurology Residents.","authors":"Grant L Lin, Shelby D Burk, Beatrice D White, Jessica A Moriarty, David B Mauser, Claire E Wakefield, Courtney J Wusthoff, Justin Nathaniel Baker","doi":"10.1212/NE9.0000000000200306","DOIUrl":"10.1212/NE9.0000000000200306","url":null,"abstract":"<p><strong>Background and objectives: </strong>Pediatric neuroprognostication is technically challenging and ethically complex. Despite its importance, little is known about how child neurology residents learn to estimate and communicate neurologic prognosis. Current educational interventions focus on communication but lack pediatric-specific focus. This exploratory qualitative study sought to describe how graduating residents conceptualize pediatric neuroprognostication, their educational experiences, and what gaps they identify in learning to prognosticate.</p><p><strong>Methods: </strong>Semistructured, one-on-one virtual interviews with senior child neurology residents (postgraduate year 5 or 6) were audio-recorded, transcribed, and deidentified. Participants also completed a postinterview survey on exposure to and perceived effectiveness of different learning modalities. Transcripts were analyzed iteratively using a constructivist grounded theory approach with regular consensus meetings. Preliminary themes and subthemes were presented to participants with opportunity for feedback using a standardized set of member checking questions. The findings of the study were mapped to elements of a targeted needs assessment in Kern's six-step model for curriculum development to help inform future educational efforts.</p><p><strong>Results: </strong>Fifteen residents representing 12 institutions across 10 states participated, representing diverse program sizes and geographic regions. Residents most frequently reported learning neuroprognostication through observation of attending physicians and clinical practice, while coaching/direct mentorship was also felt to be effective but less available. Qualitative analysis yielded 4 themes: conceptualizing content of neuroprognostication (for example, framing around common outcome domains), educational contributors (emphasizing the importance of effective modeling and graded autonomy), perceived efficacy in prognostication (such as relying on structured approaches), and identified gaps in education (including specific topics and modalities). These themes were then mapped to elements of a targeted needs assessment using Kern's six-step approach to curriculum development, highlighting opportunities and gaps in current educational approaches.</p><p><strong>Discussion: </strong>This qualitative study provides important context for considering strategies to improve resident education on neuroprognostication. The identified gaps highlight needs for structured debriefing and feedback with a particular opportunity for coaching-based strategies, consideration of simulation or roleplay-based modules, and focusing content development on pediatric disease-specific and ethical considerations. Limitations include the need for future work focused on educator perspectives. These findings provide a basis for developing neuroprognostication curricula for child neurology residents.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200306"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13138259/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147848846","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: Feasibility and Effect of Multinational Virtual Educational Series in Neonatal Neurology Across Latin America: The NeoNERd LatAm Initiative.","authors":"Alexandra Santana Almansa, Gabriel Fernando Todeschi Variane, Manuel Vides-Rosales, Carlos Ivan Salazar Cerda, Alejandra Méndez-Fadol, Oscar DeLaGarza-Pineda, Carolina Serrano Tabares, Rumi Dasgupta, Juan Pablo Appendino","doi":"10.1212/NE9.0000000000200310","DOIUrl":"10.1212/NE9.0000000000200310","url":null,"abstract":"<p><strong>Background and objectives: </strong>Neurologic disorders in the neonatal period are a leading cause of death and disability in low- and middle-income countries, including Latin America. Access to specialized neonatal neurocritical care remains limited, and educational opportunities are scarce. We aimed to evaluate the feasibility, reach, knowledge acquisition, and perceived value of a virtual educational series in neonatal neurology targeting health care professionals across Latin America.</p><p><strong>Methods: </strong>This prospective educational intervention included 6 case-based webinars delivered between October 2023 and April 2024 in Spanish via Zoom. The series, organized by the Newborn Brain Society's Latin American Task Force, was open-access and promoted through regional medical societies. Participants completed demographic surveys, pre- and postsession knowledge assessments, and standardized feedback forms. The virtual webinar series covered key neonatal neurologic topics, including hypoxic-ischemic encephalopathy, seizures, hypotonia, and neuromonitoring. Presenters were local trainees with expert moderator commentaries. Outcomes included webinar attendance, knowledge acquisition (multiple-choice questions), and satisfaction (5-point Likert scale). Responses were analyzed overall and for matched pre- and postsession participants.</p><p><strong>Results: </strong>A total of 1,424 participants from 24 countries attended the 6 webinars, with each session exceeding 100 attendees and 10 countries (meeting predefined feasibility criteria). Attendees were predominantly physicians (84%), although nurses, residents, and other professionals also participated; 23% attended multiple sessions. Knowledge scores improved significantly, with an 8%-18% increase in matched pre- vs postsession scores (<i>p</i> < 0.05). Participant satisfaction was high (mean feedback ∼4.8/5), and qualitative feedback highlighted the series' clinical relevance, interactivity, and value for practice.</p><p><strong>Discussion: </strong>This virtual educational initiative proved feasible, engaging, and effective in improving neonatal neurology knowledge across Latin America. Such tele-education programs may help reduce regional disparities in care.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200310"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13138258/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147848890","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":"How to Interpret the Head-Up Tilt Table Test: Teaching the 3 Core Orthostatic Hemodynamic Patterns.","authors":"Priyanka Shekhawat, Aditi Varma-Doyle, Khosro Farhad, Nathaniel M Robbins, Peter Novak","doi":"10.1212/NE9.0000000000200315","DOIUrl":"10.1212/NE9.0000000000200315","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200315"},"PeriodicalIF":0.0,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13105193/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147794446","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}