Neurology. Education最新文献

{"title":"Education Research: Secondary Trauma in Third-Year Medical Students During a Neurology/Emergency Medicine Clerkship.","authors":"Sydney L Short, Saadia Akhtar, Mallory Johnson, Lillian R Sims, Larry B Goldstein, Kimberly S Jones","doi":"10.1212/NE9.0000000000200244","DOIUrl":"10.1212/NE9.0000000000200244","url":null,"abstract":"<p><strong>Background and objectives: </strong>Exposure to emotionally taxing patients can lead to secondary trauma that can result in burnout and emotional exhaustion in healthcare providers. Understanding whether secondary trauma is present in medical students could provide an opportunity to address the issue earlier in physician training. We sought to determine if secondary trauma characteristics exist in third-year medical students during a combined neurology/emergency medicine clerkship.</p><p><strong>Methods: </strong>Six cohorts of third-year medical students at a MD-granting institution were invited to complete the Professional Quality of Life Survey, a widely used tool for assessing secondary trauma and its associated symptoms of compassion fatigue and burnout in healthcare workers. This was combined with supplemental questions and a standard postrotation survey to explore medical students' emotional experiences during the clerkship. The strength of the associations was measured with Cramér's V.</p><p><strong>Results: </strong>The survey had a 51% response rate (n = 100) with 11.3% reporting symptoms of secondary trauma. Of the respondents, 81% identified as White, 6% as Black/African American, 6% as Asian, and 2% as American Arab/Middle Eastern/North African; 60% identified as female and 37% as male. Contributors to secondary trauma could be grouped into 4 themes: 1, feeling helpless in the student role; 2, witnessing the physical consequences of patient diseases; 3, personal trauma history; and 4, empathy burden. Most students expected the level of emotional distress they experienced during the clerkship. Hobbies, wellness activities, talking to others, and avoidance were common reported coping strategies. Participation in hobbies was associated with less emotional exhaustion (Cramér's V = 0.372; <i>p</i> = 0.001). Feelings of increased preparedness were associated with less emotional exhaustion (Cramér's V = 0.395; <i>p</i> = 0.005).</p><p><strong>Discussion: </strong>Secondary trauma characteristics were identified in 11.3% of third-year medical students during a combined neurology/emergency medicine clerkship. This provides an opportunity to incorporate interventions that are effective in reducing secondary trauma characteristics in physicians during this early stage of training. Recognizing and proactively reducing secondary trauma during the clerkship experience may have longer-term benefits during later stages of medical training and practice.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 3","pages":"e200244"},"PeriodicalIF":0.0,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12424072/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145067348","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: Targeting Self-Described Knowledge Gaps to Improve Functional Neurologic Disorder Education Among Clinicians.","authors":"Richard Miller, Sarah Lidstone, David L Perez, Dara V F Albert","doi":"10.1212/NE9.0000000000200239","DOIUrl":"10.1212/NE9.0000000000200239","url":null,"abstract":"<p><strong>Background and objectives: </strong>The objective of this study was to improve functional neurologic disorder (FND) education by identifying knowledge gaps among providers who registered for an online course on FND. The field of FND is rapidly evolving with new frameworks for understanding the diagnosis, pathophysiology, and treatment. This leads to the potential for knowledge gaps among clinicians who care for patients with FND. The shift away from terminologies such as \"psychogenic\" or \"conversion\" disorders underscores advances in how FND is conceptualized. Yet, gaps in the assimilation of this new knowledge among medical providers have been consistently found in surveys. This study is a qualitative analysis, allowing participants to state their specific knowledge gaps and identify content areas most in need of additional education.</p><p><strong>Methods: </strong>Providers from various disciplines including neurologists and other physicians, psychologists, and physical therapists enrolled in a virtual course containing 9 asynchronous lectures on various FND topics followed by 2 live webinars (fndsociety.org/fnd-education/virtual-education-course). Participants were invited to optionally submit questions for the live webinars to the expert panel about the care of FND in various treatment settings. A qualitative descriptive research design was used, with conventional content analysis applied to identify themes from participant questions.</p><p><strong>Results: </strong>One hundred ninety-one responses were collected from 268 participants over 2 months for a 71% response rate. Participant responses clustered on specific clinical presentations (e.g., functional seizures [FSs]), communication challenges with patients and other providers, inpatient challenges (e.g., when admission might be warranted), and outpatient challenges, such as limited access to multidisciplinary teams. Some participants explicitly stated outdated attitudes about FND.</p><p><strong>Discussion: </strong>Qualitative analysis of the participant responses revealed priority areas of knowledge gaps, indicating potential underexplored avenues for high-impact education on FND. These areas include diagnostic uncertainty, such as the presence of comorbid medical illness, FSs, and tools to help the patient when best practice models are not available. Developing case-based learning to better foster illness scripts and modules on psychoeducation and psychological treatments for the nontherapist FND provider would enhance existing educational tools to allow providers in every setting to better care for patients with FND.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 3","pages":"e200239"},"PeriodicalIF":0.0,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12419461/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145042880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum Innovations: Implementation of a Targeted Longitudinal Rotation to Enhance Direct Ophthalmoscopy Learning for Neurology Residents.","authors":"Noor Chahal, Maria Lee, Emily Eng, Thanh-Liem Huynh-Tran, Jenny Ji-Hyun Lee, Nailyn Rasool, Mark Terrelonge, Laura Bonelli, Tania Onclinx, Alice Jiang, Madeline Yung","doi":"10.1212/NE9.0000000000200242","DOIUrl":"10.1212/NE9.0000000000200242","url":null,"abstract":"<p><strong>Background and objectives: </strong>Direct ophthalmoscopy (DO) is a core diagnostic skill for neurology residents. Although the importance of DO is accepted among neurology faculty and residents, proficiency in DO has declined because of limited training opportunities. The objectives of this study were to (1) provide neurology residents with supervised and unsupervised DO practice, (2) improve their competency and confidence in performing DO, and (3) develop a curriculum model adaptable to residencies with limited neuro-ophthalmology exposure.</p><p><strong>Methods: </strong>A longitudinal, practice-based optometry or ophthalmology elective was implemented at 2 neurology residency programs, guided by Kern's 6-step approach to curriculum development. The rotation included both supervised and graduated independent practice. Residents completed anonymized pre-rotation and post-rotation questionnaires measuring confidence in performing DO and underwent objective skills assessments to measure competence in DO.</p><p><strong>Results: </strong>A total of 13 neurology residents in postgraduate years 2-4 participated in the elective for an average of 4.8 half-days per resident over the course of the academic year. Residents demonstrated a significant increase in the number of ocular examinations performed by the end of the rotation. On completion of the elective, residents reported a mean increase in confidence (Likert scale 1-5) in focusing on the retina (+2.0 [95% CI 1.3-2.7], <i>p</i> = 0.005), finding the optic disc (+1.7 [0.9-2.6], <i>p</i> = 0.013), finding retinal blood vessels (+1.8 [1.1-2.5], <i>p</i> = 0.008), and recognizing optic disc pathology (+1.4 [0.7-2.1], <i>p</i> = 0.013). Mean DO objective assessment scores improved by 46.6% [27.8%-64.7%] (<i>p</i> = 0.006). Residents who performed 50 or more undilated DO examinations and those who were confident in finding the optic disc were more likely to incorporate DO into their clinical practice.</p><p><strong>Discussion: </strong>Integrating an optometry or ophthalmology rotation into neurology residencies enhanced both subjective confidence and objective competence in DO, underscoring the importance of deliberate, structured practice in mastering diagnostic examination skills. Incorporation of self-regulated learning techniques and user-friendly technology may further enhance curricular efficacy. These findings demonstrate the feasibility of adopting this curriculum across various residency programs, particularly those that recognize the value of fundoscopic examination but lack adequate training opportunities.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 3","pages":"e200242"},"PeriodicalIF":0.0,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12419463/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145042859","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: Education Research: Embracing the Unknown-Introducing Clinical Uncertainty Into the Neurology Clerkship Curriculum.","authors":"Aleksandra Safonova, Ashley Paul, Doris G Leung, Andres Fernandez, Dimitrios Papanagnou, Rachel Marie E Salas","doi":"10.1212/NE9.0000000000200233","DOIUrl":"10.1212/NE9.0000000000200233","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1212/NE9.0000000000200220.].</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 3","pages":"e200233"},"PeriodicalIF":0.0,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12396221/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144985799","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: Comparison of Lecture-Based and Direct Instruction Didactics to Improve Neurologic Examination Confidence in Neurology Clerkship Students.","authors":"Jonathan Trout, Matthew H Roberts, Deborah Carver, Paola Martinez","doi":"10.1212/NE9.0000000000200236","DOIUrl":"10.1212/NE9.0000000000200236","url":null,"abstract":"<p><strong>Background and objectives: </strong>Teaching medical students how to perform an accurate neurologic examination (NE) is a primary objective of the neurology clerkship. Despite this emphasis, medical students often lack confidence in performing the NE. There is limited research on the effect of teacher-centered instruction methods on NE confidence. We designed this study to compare the impact of a lecture-based (LB) didactic and a direct instruction (DI) didactic on medical students' NE confidence during the neurology clerkship.</p><p><strong>Methods: </strong>We conducted a teacher-centered, NE didactic during a four-week neurology clerkship. Third-year medical students (MS3s) were assigned to an LB didactic providing an overview of the NE or a DI didactic focused on examination pitfalls and practice opportunities. Preclerkship and postclerkship surveys assessed self-reported confidence of MS3s in performing various aspects of the NE and the perceived benefit of each didactic on examination skills. Clerkship evaluations of physical examination skills assessed the impact of each teaching method on NE performance. The primary outcome was change in composite NE confidence scores from baseline. Secondary outcomes were change in individual NE confidence scores from baseline, perceived didactic benefit, and clerkship physical examination scores.</p><p><strong>Results: </strong>A total of 103 MS3s participated in our study (LB = 52, DI = 51). Change in NE confidence scores from baseline did not differ between groups (LB mean = 7.62, DI mean = 7.66, <i>p</i> = 0.97, <i>d</i> = 0.007). Presurvey strength testing confidence scores were higher in the DI group (LB mean = 3.04, DI mean = 3.44, <i>p</i> = 0.038, <i>d</i> = 0.46). There were no other significant differences in other confidence scores between groups (<i>p</i> > 0.13). Students reported higher agreement with the DI didactic being beneficial for their NE skills than the LB didactic (LB mean = 3.97, DI mean = 4.52, <i>p</i> = 0.0013, <i>d</i> = 0.82). Clerkship physical examination evaluation scores did not differ between groups (LB and DI median = 4, interquartile range [IQR] = 3-4, <i>p</i> = 0.074, <i>r</i> = 0.070).</p><p><strong>Discussion: </strong>Emphasizing challenging NE pitfalls with DI is perceived by students to be more beneficial for learning examination skills than LB methods. However, DI is not clearly superior to LB teaching methods in improving NE confidence. Future research could further evaluate the efficacy of DI teaching methods with randomized trials and interval assessment of their effects on NE confidence throughout the neurology clerkship.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 3","pages":"e200236"},"PeriodicalIF":0.0,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12396222/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144985804","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":"Code Telestroke: On the Necessity of Formalizing Training in Telestroke for Future Vascular Neurologists.","authors":"Amanda L Jagolino-Cole, Christina Mijalski, Amy Katherine Guzik","doi":"10.1212/NE9.0000000000200246","DOIUrl":"10.1212/NE9.0000000000200246","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 3","pages":"e200246"},"PeriodicalIF":0.0,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12406362/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145002656","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":"From Neurophobia to Neuroanxiety: An Opportune Review of Its Definition and Impact on Neurology Educators and Learners.","authors":"Youjiang Tan, Shawn Z Z Lin, Zhibin Tan","doi":"10.1212/NE9.0000000000200247","DOIUrl":"10.1212/NE9.0000000000200247","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 3","pages":"e200247"},"PeriodicalIF":0.0,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12406737/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145002671","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":"Playing for Keeps: Advancing Serious Games in Neurology Education.","authors":"Megan G Jiao, Zachary N London","doi":"10.1212/NE9.0000000000200222","DOIUrl":"10.1212/NE9.0000000000200222","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 2","pages":"e200222"},"PeriodicalIF":0.0,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12161508/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144288105","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: Teaching Neurologic Emergencies Through Serious Games: A Randomized Comparative Intervention Study.","authors":"Maximilian Heidrich, Helena-Fee Gudorf, Kristoph Rauchstaedt, Andreas Breuer-Kaiser, Ralf Gold, Lars Tönges, Anne-Sophie Biesalski","doi":"10.1212/NE9.0000000000200217","DOIUrl":"10.1212/NE9.0000000000200217","url":null,"abstract":"<p><strong>Background and objectives: </strong>Serious games (SGs) are increasingly used in education, although data on their use in neurology education are limited. This study evaluates SG effect on knowledge retention, subjective impression of decision making, and learner satisfaction.</p><p><strong>Methods: </strong>Using a 6-step approach to curriculum development, we designed a digital interactive course as a SG, incorporating realistic video simulations to teach neurologic emergencies. A randomized intervention study compared the SG method (intervention) with clinical case seminars (seminar groups B and C) and no instruction (control group). Knowledge retention was assessed through multiple-choice (MC) tests immediately and 3 weeks postinstruction. Secondary measures included student satisfaction and usability. Descriptive statistical analyses were performed using IBM SPSS Statistics for Windows, Version 29.0, and free-text responses were analyzed qualitatively.</p><p><strong>Results: </strong>The survey initially included 77 students (control, n = 16; SG, n = 32; seminar control, n = 29), with 57 completing the follow-up survey. Scores on the MC test were similar immediately after the course (SG: 70.1%, Seminar Group B: 65.0%, Seminar Group C: 67.0%) and declined less for the SG (4.1%) than the seminar groups (10.9% for B, 5.5% for C). Likert scale responses exhibited higher satisfaction and usability in the SG group, with 93.5% of SG participants reporting a reduction in fear of clinical emergencies. Feedback from the SG participants was mostly positive, with many commenting on the engaging structure of the course.</p><p><strong>Discussion: </strong>Video-based SGs have shown efficacy in teaching neurologic emergency medicine. SG-acquired knowledge is more sustained than that acquired through traditional teaching formats and is well-received by Generation Z students.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 2","pages":"e200217"},"PeriodicalIF":0.0,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12161510/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144288104","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 Osler Apprenticeship in Neurology: Building a Sustainable Pathway for Learners Interested in Medical Education.","authors":"Rebecca E Khamishon, Grant Wilson, Julie Yi, Sophie Vo Huynh, Charlene E Gamaldo, Doris G Leung, Sean Tackett, Roy E Strowd, Amit Pahwa, W Christopher Golden, Carlos G Romo, Rachel Marie E Salas","doi":"10.1212/NE9.0000000000200218","DOIUrl":"10.1212/NE9.0000000000200218","url":null,"abstract":"<p><strong>Introduction and problem statement: </strong>Few formal programs provide structured training in medical education (MedEd) early in a learner's career. MedEd training curricula for medical students may cultivate student understanding (and thus interest) in a MedEd career. The Johns Hopkins Osler Apprenticeship (OA) in Neurology is a structured 1-year program for senior medical students (Osler Apprentices/OAs) created to develop talent in MedEd.</p><p><strong>Objectives: </strong>By the end of the program, OAs will be better able to (1) cultivate and sustain longitudinal mentorship relationships; (2) design, implement, and present a MedEd project; (3) understand individual leadership strengths; (4) develop and refine skills in educational leadership and integrate feedback to enhance learning experiences; and (5) develop an understanding of the responsibilities of an academic educator.</p><p><strong>Methods and curriculum description: </strong>The OA is a 1-year program that provides learners with comprehensive exposure to MedEd through key program components of mentorship, a scholarly project, strength coaching, and leadership and experiential opportunities. To evaluate the program's impact on OAs and preceptor motivations for engagement and its benefits, we administered 3 distinct surveys to OAs at exit, OA alumni, and faculty preceptors. We implemented the 4 levels of the New World Kirkpatrick Model to evaluate the impact of the program.</p><p><strong>Results and assessment data: </strong>Twenty-four of 33 OAs (73%), 18 of 29 alumni (62%), and 6 of 7 preceptors (86%) responded to the surveys. Twenty-one OAs (88%) and 18 alumni (100%) recommended the OA to medical students (level 1). Alumni felt confident participating in educational activities (n = 15/83%), research (n = 15/83%), and leadership (n = 12/67%). Thirty-one OAs (94%) produced educational scholarship (level 2). OAs (n = 22/92%) and alumni (n = 14/78%) agreed that the OA influenced their academic practices and behaviors, and 7 alumni (39%) were recognized or awarded (level 3). Ten alumni (56%) have an educational role (level 4). Preceptors had scholarly output from the OA and reported career or personal development as key factors for participation.</p><p><strong>Discussion and lessons learned: </strong>The OA made effective progress toward building a pathway for medical educators while supporting the careers of faculty, allowing for program sustainability. These findings suggest the OA may serve as a prototype for more formalized training programs in neurology MedEd.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 2","pages":"e200218"},"PeriodicalIF":0.0,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12161509/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144288102","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}