Neurology. Education最新文献

{"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":"Education Research: A Qualitative Analysis of the Role of Social Media in Neurology Trainees' Professional Identity Formation.","authors":"Gabriela Figueiredo Pucci, Galina Gheihman, Catherine S W Albin","doi":"10.1212/NE9.0000000000200307","DOIUrl":"10.1212/NE9.0000000000200307","url":null,"abstract":"<p><strong>Background and objectives: </strong>Professional Identity Formation (PIF) is a dynamic process by which students and trainees integrate the professional values, expectations, and community norms of the medical community into their personal identity. PIF is often understood as occurring through socialization into a Community of Practice (CoP). Despite the growing use of social media by medical trainees, little is known about how PIF unfolds in virtual environments and the extent to which social media use can influence the career development of trainees. In this study, we explored how participation in a social media community (\"#NeuroTwitter\") influenced PIF and career development among neurology trainees.</p><p><strong>Methods: </strong>Informed by CoP theory, we developed a semistructured interview guide. We used purposive criterion sampling and snowball sampling to identify and recruit neurology trainee \"superusers\" on X, the social media platform formerly known as Twitter. Eligible participants were invited to complete a one-on-one virtual semistructured interview between August and November 2024. We used inductive thematic analysis to identify key themes and interpreted these through the lens of PIF.</p><p><strong>Results: </strong>We interviewed 18 X superusers (13 residents, 3 fellows, and 2 first-year attendings) from 17 institutions in the United States. We identified 4 key themes of how the #NeuroTwitter community influenced the trainees' PIF: (1) Access to Neurology, (2) #NeuroTwitter as a CoP, (3) Translation of #NeuroTwitter involvement into \"in real-life\" achievements, and (4) Challenges in navigating the digital environment. Many neurology trainees shared how the #NeuroTwitter Community was equitable, nonhierarchal, and generous and described how involvement accelerated professional opportunities. However, accruing these benefits required navigating the platform and tensions between their professional self, digital self, and \"real\" self.</p><p><strong>Discussion: </strong>#NeuroTwitter functioned as a CoP which fostered a sense of belonging and accelerated PIF among deliberate superusers. However, participants also described identity friction and platform concerns. Although PIF that happens in virtual communities is important, it should be viewed as complementary-rather than a replacement-to PIF occurring in real-life.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200307"},"PeriodicalIF":0.0,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13105194/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147794435","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: Linguistic Analysis of Racial and Gender Biases in Letters of Recommendation of Neurology Residency Applicants.","authors":"Ameena Rana, Stefano Malerba, Vicki Lynn Shanker","doi":"10.1212/NE9.0000000000200304","DOIUrl":"10.1212/NE9.0000000000200304","url":null,"abstract":"<p><strong>Background and objectives: </strong>Letters of recommendation (LORs) are a key component of the residency selection process, particularly as objective metrics become less available. Previous studies across specialties have identified implicit gender and racial biases in narrative LORs (NLOR), potentially influencing perceptions of applicants. This study assessed whether such biases are present in NLORs for Neurology residency applicants.</p><p><strong>Methods: </strong>We conducted a retrospective analysis of NLORs written for all American (US) medical school graduates applying to a single academic Neurology residency program during the 2021-2022 application cycle. Letters were analyzed using Linguistic Inquiry and Word Count (LIWC) software to evaluate structural, cognitive, and emotional language features. Custom dictionaries assessed applicant-related language (e.g., ability, doubt-raising, and gendered terms). Multivariable analyses were performed to examine variations in language use by applicant gender (man vs woman) and race (majority vs underrepresented in medicine [URiM]) across predefined linguistic categories. Analyses were further stratified by letter-writer gender, academic rank, and geographic region.</p><p><strong>Results: </strong>A total of 431 NLORs were analyzed; 239 (55.8%) were written for female applicants and 72 (16.7%) for URiM applicants. In primary analysis, no significant differences were seen in LORs based on applicant race or gender. Letters for male applicants written by professors showed more gendered language compared with those for female applicants (0.32, IQR: 0.27-0.37 vs 0.15, IQR: 0.13-0.18, <i>p</i> = 0.002). Secondary subgroup and regional analyses did not reveal any significant findings.</p><p><strong>Discussion: </strong>In this linguistic analysis of Neurology NLORs, we did not identify broad or systematic bias in letters written by adult neurologists for Neurology applicants. Our findings suggest that the continued use of NLORs for Neurology residency applicants is appropriate. Larger, multi-institutional studies are warranted to validate these findings and clarify the potential biasing effect of gendered language in LORs.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200304"},"PeriodicalIF":0.0,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13082242/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147701845","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: An Interactive, Case-Based, Multimodal Preclinical Neuroanatomy Teaching Curriculum.","authors":"Cameron L Hayes, Marinos G Sotiropoulos, Galina Gheihman, Tamara B Kaplan","doi":"10.1212/NE9.0000000000200308","DOIUrl":"10.1212/NE9.0000000000200308","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Introduction and problem statement: &lt;/strong&gt;Neuroanatomy is a core component of medical education yet may contribute to neurophobia, in part due to difficulty visualizing three-dimensional structures and applying foundational knowledge to clinical reasoning. Although active learning strategies such as flipped classrooms, case-based learning, and near-peer teaching are increasingly used to teach neuroanatomy, there is limited qualitative exploration describing how learners experience these modalities and how they support learning. This represents an important gap for educators designing learner-centered neuroanatomy instruction.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objectives: &lt;/strong&gt;The aim of this curriculum was to enable preclinical medical students to (1) identify and describe major neuroanatomical structures, pathways, and vascular territories; (2) interpret basic neuroimaging to support anatomical localization; (3) distinguish central from peripheral causes of neurologic deficits; and (4) justify lesion localization by integrating clinical history, examination findings, and imaging.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods and curriculum description: &lt;/strong&gt;We evaluated a six-week preclinical neuroanatomy curriculum within the Harvard Medical School course Mind, Brain, and Behavior, which integrates asynchronous preparatory materials, in-person case-based collaborative learning (\"mini-cases\"), and hands-on cadaveric (\"damp\") laboratory sessions facilitated by faculty and resident near-peer instructors. Learners completed required preparatory work before participating in paired in-person sessions emphasizing deliberate practice in anatomical localization. Program evaluation used mixed methods, including anonymous postcourse evaluation survey data and a semistructured focus group. Focus group transcripts were analyzed using a mixed deductive-inductive thematic approach.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results and assessment data: &lt;/strong&gt;Of 168 enrolled students, 138 (82.1%) completed the postcourse evaluation. Overall course quality was rated as Excellent or Good by 94% (95% CI 89%-97%). Mini-cases and damp laboratory sessions were rated Excellent or Good by 94% (95% CI 85%-98%) and 74% (95% CI 62%-83%) of respondents, respectively. Twelve students participated in the focus group. Four major themes emerged: acquiring knowledge, applying knowledge, clinical relevance, and opportunities for improvement. Students highlighted the value of repeated case-based practice, near-peer clinical insight, and realistic exposure to neurology practice.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Discussion and lessons learned: &lt;/strong&gt;An integrated, multimodal neuroanatomy curriculum emphasizing active learning and clinical application was positively received and aligned with stated learning objectives. Key lessons include the importance of structured near-peer preparation, progressive scaffolding of complex anatomy, and repeated opportunities for application. These findings may inform the design of clinically oriented neuroanat","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200308"},"PeriodicalIF":0.0,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13082241/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147701829","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: Neurocritical Care EEG Rounds: A Model to Improve Neurology Resident EEG Interpretation.","authors":"Ellen Sylvie Sanchez Mas, Mitchell Lloyd Powell, Marco Malaga, Corey Elam Goldsmith, Rahul Damani, Lu Lin","doi":"10.1212/NE9.0000000000200301","DOIUrl":"10.1212/NE9.0000000000200301","url":null,"abstract":"<p><strong>Background and objectives: </strong>Continuous EEG (cEEG) has emerged as an important monitoring tool in the intensive care unit (ICU). Traditional EEG curricula for neurology residents mainly consist of didactic lectures, which often yield limited exposure to ICU EEG concepts and are insufficient to develop proficiency. The aim of this study was to develop a curriculum to enhance neurology resident ICU EEG education. The objectives included: (1) improving residents' ICU EEG knowledge by providing exposure to real ICU EEG cases and (2) facilitating discussion of EEG findings and monitoring plans within the multidisciplinary team.</p><p><strong>Methods: </strong>We developed and implemented Neurocritical Care (NCC)-EEG rounds, a daily 30-minute virtual conference targeting neurology residents during their NCC rotation, to review cEEG studies of patients under NCC care. Residents' comfort and knowledge toward ICU EEG interpretation were assessed before and after 4-week NCC rotation using self-designed questionnaires. An acceptability survey was distributed to residents and the neurophysiology team at the conclusion of the study reporting period to gather feedback. The paired <i>t</i> test was used to analyze the pretest and posttest data.</p><p><strong>Results: </strong>Data from 20 residents showed significant improvement in subjective comfort (5-point Likert) with overall EEG interpretation (+0.6, [95% CI 0.22-0.98], <i>p</i> = 0.0040), identifying epileptic seizures (+0.45, [0.09-0.81], <i>p</i> = 0.0158), identifying artifacts (+0.45, [0.03-0.87], <i>p</i> = 0.0351), classifying EEG backgrounds (+0.45, [0.09-0.81], <i>p</i> = 0.0158), and mean total objective knowledge scores (6.00 ± 2.43 vs 4.65 ± 2.6, [mean ± SD, maximum score 10], <i>p</i> = 0.0226) after their NCC rotation. The acceptability survey (5-point Likert, mean ± SD) showed that both neurology residents (N = 7) and neurophysiology attendings/fellows (N = 6) found the model to be effective as a teaching (4.3 ± 0.7 and 4.3 ± 0.7, respectively) and communication (4.7 ± 0.5 and 4.5 ± 0.8, respectively) tool.</p><p><strong>Discussion: </strong>Our model of daily NCC-EEG rounds integrates case-based EEG review into neurology residents' daily clinical care. It is shown to be an effective strategy in improving neurology residents' ICU EEG education and strengthening interteam communication at our institution. Further work is needed to assess the model's long-term effectiveness and generalizability.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200301"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13045727/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147625312","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: Choosing Wisely: A Mixed-Methods Study of Career Choices of Students Completing Advanced Neurology Electives.","authors":"Brian E Emmert, Amy A Pruitt","doi":"10.1212/NE9.0000000000200303","DOIUrl":"10.1212/NE9.0000000000200303","url":null,"abstract":"<p><strong>Background and objectives: </strong>Specialty choice is a critical decision for medical students who are often torn between multiple specialties; their final choice affects the trajectory of their careers and their long-term well-being. Understanding the process of this decision is invaluable for mentors, particularly those advising students who indicate a substantial interest in a specialty by electing an upper-level rotation.</p><p><strong>Methods: </strong>We surveyed 120 students who completed an elective neurology subinternship (Sub-I) between 2013 and 2024 about how they decided among specialties. We asked these graduates to provide narrative descriptions of their decision-making process and advice for current students deciding between specialties. We analyzed quantitative data using chi-square tests and qualitative data by content analysis.</p><p><strong>Results: </strong>Fifty-nine of 120 graduates responded (49% response rate). Thirty (51%) are currently practicing neurology and 29 (49%) are practicing another specialty. Sixty-four percent changed their premedical school specialty preference during school (<i>p</i> < 0.001). More than half (54%) made their final decision during the subinternship (<i>p</i> < 0.001), and 63% required a second rotation in multiple specialties. Future neurologists reported greater comfort with uncertainty (<i>p</i> < 0.001) and placed higher importance on mentorship than those who chose other specialties (<i>p</i> = 0.02). Twenty-eight respondents (47%) had an \"epiphany moment\" that led to their decision, whereas 31 (53%) did not (<i>p</i> > 0.05). The major themes identified in the decision-making process were clinical experience, intellectual curiosity, and the culture/lifestyle of the specialty.</p><p><strong>Discussion: </strong>This study demonstrates that high-quality subinternships and strong mentorship play essential roles in guiding undecided medical students. Clinical experience, culture and lifestyle of the specialty, and intellectual curiosity are key factors which shape this decision. These insights can help mentors, especially those advising neurology subinterns, provide targeted guidance, supporting students in choosing a specialty that is both personally fulfilling and intellectually rewarding.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200303"},"PeriodicalIF":0.0,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13047906/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147625330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum Innovation: A Master Clinician Residency Track in Neurology.","authors":"Megan Richie, Vanja C Douglas, S Andrew Josephson, Gurpreet Dhaliwal","doi":"10.1212/NE9.0000000000200302","DOIUrl":"10.1212/NE9.0000000000200302","url":null,"abstract":"<p><strong>Background and objectives: </strong>While academic centers have traditionally valued faculty research and educational accomplishments, clinical excellence is often assumed or underappreciated. Accordingly, neurology residency programs frequently offer structured pathways for aspiring clinician-scientists or educators, but few offer dedicated training to launch residents into academic careers focused on clinical mastery. Guided by self-regulated learning principles and the Master Adaptive Learner framework, the aim of this curriculum was to equip neurology postgraduate year (PGY)-4 residents with the foundational skills of the master clinician by advancing the following: (1) clinical acumen and diagnostic reasoning; (2) a scholarly and evidence-informed approach to their work; (3) outstanding communication, professionalism, and humanism; and (4) effective navigation and leadership within complex health care systems.</p><p><strong>Methods: </strong>Using the Kern six-step curriculum design framework, we developed a 6-month Master Clinician track that included didactics, customized clinical rotations, reflective patient portfolios, and a scholarly project. Didactics addressed topics such as cognitive bias, adaptive expertise, communication, and clinical uncertainty. Clinical rotations were learning-focused experiences tailored to resident interests. Track residents maintained 2 patient portfolios: one for in-depth case analysis (\"depth\" portfolio) and another to track diagnostic accuracy (\"breadth\" portfolio). The scholarly project reinforced a reflective approach to patient care and promoted academic inquiry skills. Assessments of the track included an exit survey on completion, patient portfolio audits, and post-track surveys for 3 years after graduation from residency.</p><p><strong>Results: </strong>Five residents completed the track in the first 5 years (2017-2022). Baseline residency milestone ratings were similar between participants and nonparticipants. Track components received high ratings (≥4.6 on a 5-point scale), with didactics on cognitive bias and teaching skills rated highest. Portfolios averaged 32 cases (breadth) and 8 cases (depth). Residents highlighted clinical uncertainty, communication, and cognitive bias as the most relevant sessions for patient care. Over 3 years of follow-up, high satisfaction with the track persisted and most enrollees elected academic clinical or clinician-educator careers.</p><p><strong>Discussion: </strong>A residency track that used didactics, customized clinical experiences, case-tracking, and reflective practices to foster clinical excellence was well received by residents. Neurology programs should consider similar tracks to develop academic clinicians focused on excellence in patient care.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 2","pages":"e200302"},"PeriodicalIF":0.0,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13010280/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147518080","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: Validity and Reliability of the Neurophobia-Combined Measure (NCM) in Irish Medical Students.","authors":"Liah McElligott, Caitriona Cahir, Diane M Gillan, Norman Delanty, Susan Byrne, Noel Gerry McElvaney, Eavan McGovern","doi":"10.1212/NE9.0000000000200291","DOIUrl":"10.1212/NE9.0000000000200291","url":null,"abstract":"<p><strong>Background and objectives: </strong>Neurophobia, defined as a fear of neurology and the neurosciences, is a recognized barrier in medical education and clinical practice. It affects one-third of medical students internationally, yet measurement approaches remain inconsistent. This study aimed to validate the Neurophobia-Combined Measure (NCM), a psychometric tool for assessing neurophobia in medical students.</p><p><strong>Methods: </strong>NCM items were developed from literature, expert input, and existing measures of interest, confidence, and anxiety. Final-year medical students at the Royal College of Surgeons in Ireland completed the NCM alongside the Test Anxiety Inventory (TAI-5), State-Trait Anxiety Inventory (STAIT-5), and a summative Multiple Choice Questionnaire Examination (MCQE). Exploratory and confirmatory factor analyses were conducted to evaluate dimensionality. Model fit was assessed using structural equation modeling indices. Internal consistency was estimated with Cronbach alpha and McDonald omega. Criterion, convergent and discriminant validity were assessed via correlations with MCQE, TAI-5, and STAIT-5. Receiver operating characteristic (ROC) analysis tested diagnostic accuracy, and invariance was explored across sex and academic entry status.</p><p><strong>Results: </strong>A total of 311 students (mean age = 24 years, SD = 3; 64% female; 70% undergraduate-entry) completed all measures. Exploratory factor analysis supported a 2-factor structure reflecting (1) perceived neurology difficulty/complexity and (2) confidence/interest. The 2-factor model demonstrated good fit, χ² (26) = 75.77, <i>p</i> < 0.001, Root Mean Square Error of Approximation = 0.079, 90% CI [0.058, 0.099], CFI = 0.93, Tucker-Lewis Index = 0.90, and Standardized Root Mean Square Residual = 0.053. Internal consistency was acceptable (Cronbach α = 0.80; McDonald ω = 0.81). Item Response Theory model comparisons further supported the 2-factor structure, with separate NeuroQ and Schön models showing better fit than a combined unidimensional model. Receiver operating characteristic analysis indicated strong accuracy (area under the ROC curve = 0.96). Overall, 60% of students were classified as neurophobic, with higher prevalence among female (69%) and undergraduate-entry (65%) students. Neurophobia correlated positively with trait anxiety (ρ = 0.16, <i>p</i> = 0.004, 95% CI [0.06-0.27]) and test anxiety (ρ = 0.11, <i>p</i> = 0.047, 95% CI [0.00-0.23]). Both neurophobia (ρ = -0.12, <i>p</i> = 0.041, 95% CI [-0.23 to 0.00]) and test anxiety (ρ = -0.19, <i>p</i> = 0.001, 95% CI [-0.30 to -0.08]) were negatively associated with MCQE performance.</p><p><strong>Discussion: </strong>The NCM demonstrates good reliability and validity and reflects 2 related but distinct dimensions of neurophobia. Future research should examine its applicability across institutions and educational levels.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 1","pages":"e200291"},"PeriodicalIF":0.0,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12999273/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147489264","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 Competence to Mastery: Reframing Neurology's Approach to Competency-Based Education.","authors":"Roy Strowd","doi":"10.1212/NE9.0000000000200300","DOIUrl":"10.1212/NE9.0000000000200300","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 1","pages":"e200300"},"PeriodicalIF":0.0,"publicationDate":"2026-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12947836/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147329072","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}