Neurology. Education最新文献

{"title":"Education Research: Use by Neurologists of Microteaching and Microassessment Programs for Teaching, Learning, and Patient Care Needs: A Qualitative Study.","authors":"Kara A Stavros, Alexandra Michelle Miller, Jeremy J Moeller, Kimberly Wiseman, Sydney-Evelyn Gibbs, Xiaoyu Sun, Lynne Shindoll, Robert Rook, Michaela Morris, Tessa Dahlgren, Zachary London, Roy E Strowd","doi":"10.1212/NE9.0000000000200164","DOIUrl":"https://doi.org/10.1212/NE9.0000000000200164","url":null,"abstract":"<p><strong>Background and objectives: </strong>Microlearning is the acquisition of knowledge or skills in small units, commonly delivered by digital technology. NeuroBytes (NB) and Question of the Day (QOD) are 2 microinstructional programs in neurology. NB programs are brief, video-based mini-courses on clinical topics (microteaching); QODs are daily multiple-choice questions (microassessment). The aim of this study was to understand how neurologists use NB and QOD and to explore their influence on clinical practice, education, and lifelong learning.</p><p><strong>Methods: </strong>Purposive sampling was used to recruit neurologists or trainees who completed at least 1 NB program or 25 QODs within the past 3 months. Individual semistructured interviews were conducted to explore participants' use of NB/QOD, what they perceived as gained from the product, how learning influenced their practice, and how this influenced lifelong learning. Thematic analysis was conducted to generate codes and describe themes emerging from the data.</p><p><strong>Results: </strong>A total of 28 participants were interviewed. Neurologists were enthusiastic to use NB and QOD. Three themes were identified. NB and QOD were used to (1) enhance teaching, (2) influence clinical care, and (3) facilitate lifelong learning. Enhancing teaching: Interviewees used knowledge gained from NB/QOD in their own instruction and used NB/QOD with students. QOD was a model for writing their own assessments. Patient care: Respondents kept their knowledge current and reinforced concepts already known. QOD had less impact on patient care because it was used for identifying knowledge gaps, often outside the subspecialty niche. Lifelong learning: QOD was used to identify gaps in knowledge while NB filled educational gaps already recognized. NB and QOD were viewed as timesaving and could be completed on the fly. However, they were considered supplemental to other learning sources because they lacked depth.</p><p><strong>Discussion: </strong>NB and QOD are convenient supplemental resources for teaching, learning, and augmenting clinical practice. Microteaching and microassessment delivered through these programs fulfilled different learning needs and have complementary educational roles.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200164"},"PeriodicalIF":0.0,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11744483/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019944","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":"Erratum: Artificial Intelligence in Residency Recruitment: Impact on Equity.","authors":"","doi":"10.1212/NE9.0000000000200165","DOIUrl":"https://doi.org/10.1212/NE9.0000000000200165","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1212/NE9.0000000000200150.].</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200165"},"PeriodicalIF":0.0,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11744481/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019960","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: Making a Tweetorial Fly: Features of Educational Social Media Posts Associated With High Sharing and Engagement.","authors":"Catherine S W Albin, Tianwen Ma, Gabriela F Pucci, Aaron S Zelikovich, Eric C Lawson, Neil Dhruva, Simone Masiero, Aarti Sarwal, Neha S Dangayach, Aaron L Berkowitz, Nicholas A Morris, Lyell K Jones","doi":"10.1212/NE9.0000000000200160","DOIUrl":"https://doi.org/10.1212/NE9.0000000000200160","url":null,"abstract":"<p><strong>Background and objectives: </strong>Social media platforms such as X (formerly Twitter) are increasingly used in medical education. Characteristics of tweetorials (threaded teaching posts) associated with higher degrees of engagement are unknown. We sought to understand features of neurology-themed tweetorials associated with high sharing and engagement.</p><p><strong>Methods: </strong>We created a neurology-themed tweetorials data set by searching \"tweetorial\" AND \"neurology\" on X that were posted between November 2018 and December 2022. Tweetorial and author characteristics were collected from X and by viewing the author's academic profile. We created and validated a novel formula to determine the tweetorial's \"X Factor\" (XF), a measure of reader engagement and distribution, reflecting reposts and likes. Each tweetorial was analyzed for basic variables, the author's academic rank, and thematic content. Each first post underwent a language analysis using Linguistic Inquiry and Word Count (LIWC-22) and was hand-coded for style (such as \"statement\" or \"clinical case\"). We determined each covariate's impact on XF. The general estimating equation was applied to correct for the author effect.</p><p><strong>Results: </strong>We identified 392 neurology-themed tweetorials posted by 96 unique authors. XF strongly correlated with impressions (<i>R</i> ² = 0.85) and was validated in a separate data set (<i>R</i> ² = 0.74). The median XF of the tweetorials was 28.5K (interquartile range 12.7K-61.5K). Tweetorials about a \"General Neurology Topic\" and with a \"Clearly Stated Topic\" had 48% and 49% higher XF than those without (<i>p</i> = 0.001 and 0.006, 95% CI 17%-88%, 12%-97%, respectively). Having a \"creative\" first post, including a unique hashtag, and featuring an author-made graphic correlated with 60%, 49%, and 84% higher XF than posts without those elements (<i>p</i> = 0.01,95% CI 13%-125%, <i>p</i> < 0.001, 95% CI 16%-92%, <i>p</i> < 0.001, 95% CI 30%-164%, respectively). Continuing medical education (CME) accreditation and higher scores on \"positive tone\" negatively affected XF (-80%, <i>p</i> < 0.001, 95% CI 70%-86% and -7%/point of positivity, <i>p</i> < 0.001, 95% CI 2%-10%, respectively).</p><p><strong>Discussion: </strong>Tweetorial engagement and distribution are determined by multiple factors including authorship, clarity of the topic, and visual appeal of the post. CME accreditation was strongly negatively associated with sharing and may reflect a sharing preference for personal accounts over institutional ones, although further study is needed.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"00"},"PeriodicalIF":0.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11744482/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Legacy of #Neurotwitter: A Community at a Crossroads.","authors":"Zachary London","doi":"10.1212/NE9.0000000000200168","DOIUrl":"10.1212/NE9.0000000000200168","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200168"},"PeriodicalIF":0.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694797/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924378","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":"Evolution of Advanced Practice Provider Fellowship Training in Neurology Over 10 Years.","authors":"Joel C Morgenlander, Lesli Ann Simers, Kelly White, Bryan D Walker","doi":"10.1212/NE9.0000000000200173","DOIUrl":"10.1212/NE9.0000000000200173","url":null,"abstract":"<p><p>We are pleased to present our 10-year experience with our 1-year neurology advanced practice provider (APP) fellowship. The Duke fellowship was started by 1 author (J.C.M.) with institutional and departmental support as a response to 2 issues in our Neurology Department. The rationale for developing neurology APP fellowships nationally and locally are reviewed.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200173"},"PeriodicalIF":0.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694786/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924351","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: Has Video Killed the Interview Star?: A Survey of Current Neurology Residents on In-Person vs Virtual Residency Interviews.","authors":"William Alexander Dalrymple, Robin Ulep, Jeffrey B Ratliff, Joseph Carrera, Alan Wang, James T Patrie, Andrew M Southerland","doi":"10.1212/NE9.0000000000200161","DOIUrl":"10.1212/NE9.0000000000200161","url":null,"abstract":"<p><strong>Background and objectives: </strong>The residency application process relies on interviews, which allow programs and applicants to assess one another. Historically, interviews were conducted in person at each program. With the advent of the coronavirus disease 2019 pandemic, residency interviews shifted to a virtual format. Now, many specialties are choosing to return to in-person interviews. The objective of this study was to evaluate the resident perspective of virtual and in-person interviews.</p><p><strong>Methods: </strong>We created a survey about various aspects of the residency interview process and distributed it to neurology residents in all years of training from 5 institutions across the United States. Because of the timing of survey distribution, some residents interviewed in-person while others interviewed virtually. We focused the survey on a few themes: number of applications, cost, and overall quality. Survey response data were analyzed using generalized linear models and by nonparametric methods for categorical data.</p><p><strong>Results: </strong>Of the 164 total residents among the 5 programs, 60 completed the survey; 25 (41.7%) interviewed in-person while 35 (58.3%) interviewed virtually. Applicants who interviewed virtually applied to more programs (38.2 ± 26.6 vs 20.7 ± 7.4, <i>p</i> < 0.001) and attended more interviews (15.4 ± 8.3 vs 11.6 ± 3.3) but received a lower percentage of interview offers (54.3% ± 23.0% vs 74.4% ± 19.8%). Applicants who interviewed in-person spent significantly more money (95% CI $2,000-3,500 vs $15-100) but were also more confident in their assessment of a program's culture (76.9% vs 17.1%) and location (56.0% vs 8.6%). When asked which method they would prefer, respondents chose the method that they were familiar with-96% of people who interviewed in-person would prefer in-person interviews while 68.6% of those who interviewed virtually would prefer virtual interviews (<i>p</i> < 0.001).</p><p><strong>Discussion: </strong>There are multiple factors to consider when deciding on in-person or virtual residency interviews. In-person interviews are significantly more expensive and thus raise issues of equity but also provide better insight into the culture, location, and \"fit\" of programs and can help to reduce application burden. All these factors need to be considered before moving forward with a decision on residency interview formats for the future.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200161"},"PeriodicalIF":0.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694785/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924345","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: Establishing a Postgraduate Year-1 Director Enhances Well-Being for Adult Neurology Residents.","authors":"Robert J Marquardt, Lindsay A Ross, Nicolas R Thompson, Payal Soni, MaryAnn Mays, Andrew B Buletko","doi":"10.1212/NE9.0000000000200148","DOIUrl":"10.1212/NE9.0000000000200148","url":null,"abstract":"<p><strong>Background and objectives: </strong>Adult neurology clinical trainees in Accreditation Council for Graduate Medical Education (ACGME)-accredited residency programs spend their postgraduate year (PGY)-1 within the internal medicine department, potentially causing a perceived disconnect with their neurology program. Our Adult Neurology Clinical Competency Committee found this disconnect may decrease resident well-being. We hypothesized implementing a novel PGY-1 Director role focusing on unique aspects of this first year would improve resident well-being and connection to the neurology program.</p><p><strong>Methods: </strong>The PGY-1 Director was established as an associate program director in the adult neurology residency program with goals to improve wellness, advocacy, compliance with ACGME requirements, education, and communication. Anonymous surveys compared preintervention (before the PGY-1 Director role) with postintervention resident opinions on PGY-1 experience, assessing wellness, burnout, and perception of advocacy.</p><p><strong>Results: </strong>A total of 15 (75%) preintervention residents and 23 (96%) postintervention residents completed the study surveys. 53.7% of preintervention residents agreed or strongly agreed to feeling burned out, while only 17.4% of postintervention residents agreed they felt burned out and none strongly agreed. Significant improvement occurred in feeling supported clinically and emotionally and feeling validated. Most postintervention residents felt the PGY-1 Director was valuable and directly led to positive change. The relationship between the neurology and internal medicine departments was improved.</p><p><strong>Discussion: </strong>A dedicated PGY-1 Director position can improve trainee wellness outcomes and relationships between preliminary and matched departments. This mutually benefits both programs but requires substantial resources. We propose this as a best practice when feasible for ACGME programs with the following suggestions: (1) provide dedicated full-time equivalent time, (2) meet with preliminary program leadership regularly, (3) meet with PGY-1 trainees during orientation and at least quarterly, (4) serve as an advocate, and (5) facilitate mentorship in areas of interest.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 3","pages":"e200148"},"PeriodicalIF":0.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11419291/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368173","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":"For Whom the Note Scrolls: A Brief History of the Medical Record's Role in Education and the Risks It Faces in the Age of OpenNotes.","authors":"Adina Wise","doi":"10.1212/NE9.0000000000200147","DOIUrl":"10.1212/NE9.0000000000200147","url":null,"abstract":"<p><p>Dating back to ancient civilizations when records were carefully transcribed onto papyrus, clinical documentation has long served as a cornerstone of medical-and especially neurologic-education. From the case histories of Hippocrates to the diurnal patient logs used by trainees in the 18th and 19th centuries, clinical notes have an extended history as invaluable instruments of pedagogy, scholarly practice, and interprofessional communication. The novel paradigm introduced by Lawrence Weed in the 1950s, advocating for the problem-oriented medical record system, revolutionized the clinical note template and emphasized the need for physicians' carefully considered analyses of a patient's presentation to be clearly reflected in well-organized documentation. In the realm of medical records today, however, a profound shift is underway, largely propelled by the emergence of electronic medical records, the OpenNotes mandate of the federal 21st Century Cures Act, and, most recently, artificial intelligence (AI). Appropriately, patients now have full access to their medical records, but this raises critical questions. Should clinical notes now prioritize patient comprehension over their traditional role as educational instruments, <i>aide-mémoire</i>, and repositories of detailed assessments and insights? What role, if any, should AI have in the creation of physician notes and patient-facing clinical documents? These tensions underscore the delicate balance between transparency and the preservation of notes' clinical integrity and analytical depth. As we navigate the path forward, finding an equilibrium between openness and the continued utility of medical records as tools for education and professional communication will be imperative.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 3","pages":"e200147"},"PeriodicalIF":0.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11419335/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368175","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: Burnout and Perception of Value in a Cross-Section of Neurology Residency Program Directors.","authors":"Alissa S Higinbotham, James T Patrie, Katherine B Peters","doi":"10.1212/NE9.0000000000200144","DOIUrl":"10.1212/NE9.0000000000200144","url":null,"abstract":"<p><strong>Background and objectives: </strong>There are no dedicated studies specifically assessing burnout in neurology residency program directors (PDs). A study of residency and fellowship directors across specialties found neurology residency PDs had the highest work-related Copenhagen Burnout Inventory (CBI) score, which may reflect high-level burnout in neurology in general. Indeed, the American Academy of Neurology Burnout Task Force reported burnout in 60% of neurologists. The aims of this study are to determine the level of burnout in adult and pediatric neurology residency PDs, and to determine whether perception of value is related to burnout.</p><p><strong>Methods: </strong>In an IRB-approved study, 184 neurology residency PDs were emailed an anonymous survey consisting of the full CBI, demographic information, and 2 items addressing perception of value in the PD role: \"I feel valued by my department in my educational role,\" to which the participant could respond \"strongly disagree, disagree, agree, or strongly agree,\" and \"satisfaction with current percent effort for the educational role,\" to which the participant could respond \"very dissatisfied, dissatisfied, satisfied, or very satisfied.\" Data were analyzed through analysis of variance and ordinal logistic regression.</p><p><strong>Results: </strong>A total of 85 PDs (46%) responded to the survey. The average ± SEM personal, work-related, and patient-related CBI scores were 41.8 ± 2.2, 39.7 ± 2.2, and 32.4 ± 2.2, respectively. Higher personal and work-related CBI scores were associated with less positive perception of value (proportional odds ratio 1.03, 95% CI 1.01-1.06, <i>p</i> = 0.004 and proportional odds ratio 1.04; 95% CI 1.01-1.06, <i>p</i> = 0.003, respectively). Higher personal and work-related CBI scores were also associated with greater dissatisfaction with percent effort granted for the PD role. Level of burnout did not differ between adult and pediatric PDs. Burnout was not related to sex, years in practice, years as PD, academic rank, or percentage effort granted for the PD role.</p><p><strong>Discussion: </strong>Despite working in a field associated with high burnout, neurology residency PDs were found to have lower-level burnout than previously reported. Ninety-four percent of the PDs reported feeling valued in their role which was associated with lower-level personal and work-related burnout and may represent a key target for reflection and burnout intervention in the future.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 3","pages":"e200144"},"PeriodicalIF":0.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11419308/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368172","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":"Developing as a Physician: Visual Arts in Medical Education.","authors":"Emily Schwartz, Dominique Harz, Brooke DiGiovanni Evans","doi":"10.1212/NE9.0000000000200151","DOIUrl":"10.1212/NE9.0000000000200151","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 3","pages":"e200151"},"PeriodicalIF":0.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11424504/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368171","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}