Neurology. Education最新文献

{"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}

{"title":"Education Research: Shaping the Future of Epilepsy Fellowship Training in Canada: A Canadian League Against Epilepsy Delphi Study.","authors":"Anita N Datta, Kristin M Ikeda, Carlos Ivan Salazar Cerda, Aristides Hadjinicolaou, Gianluca D'Onofrio, Julia Jacobs-LeVan, Juan Pablo Appendino, Eliane Kobayashi, Rajesh Ramachandrannair, Esther Bui","doi":"10.1212/NE9.0000000000200287","DOIUrl":"10.1212/NE9.0000000000200287","url":null,"abstract":"<p><strong>Background and objectives: </strong>Epileptologists are neurologists with advanced training in the diagnosis and management of complex epilepsy. In Canada, epilepsy fellowship programs vary considerably in duration and content because of the lack of formal accreditation or standardized curricula. Contributing factors include regional differences in resources, infrastructure, and program-specific goals.</p><p><strong>Methods: </strong>To address this variability, the Canadian League Against Epilepsy established a working group to develop a national consensus framework for postgraduate epilepsy education. The process started with a comprehensive literature review of North American and international curricula and standards to ensure alignment. The nominal group technique involved 4 rounds with Canadian epilepsy educators, focusing on idea generation, sharing, discussion, and questionnaire completion on key topics. A 70% agreement threshold was set to establish consensus. Items not reaching this threshold were revisited in a final discussion round. Recorded discussions were analyzed, with the eventual goal of incorporating these findings into a national consensus guideline for epilepsy fellowship training in Canada.</p><p><strong>Results: </strong>Agreement was reached on core topics such as eligibility, fellowship duration, learning objectives, timing of skill acquisition, epilepsy surgery exposure, research involvement, evaluation methods, and accreditation. Areas lacking consensus underwent further exploration in a final survey round. The process also highlighted priorities for future work, including program accreditation and the development of national clinical examinations.</p><p><strong>Discussion: </strong>This study represents a foundational step in establishing unified standards for epilepsy fellowship training in Canada and reinforces the importance of national collaboration to promote excellence in epilepsy and EEG education.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 1","pages":"e200287"},"PeriodicalIF":0.0,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12810931/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146000323","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: Training the Front Line: A Neurologic Emergencies Curriculum Pilot for First Responders.","authors":"Tamia V Garrett, Shivika Chandra, Sushanth Aroor, Cristy Autry, Varsha Muddasani, Mahan Shahrivari, Brandy Davis, Mark Martyn, Dana M Woodward, Amanda L Jagolino-Cole","doi":"10.1212/NE9.0000000000200286","DOIUrl":"10.1212/NE9.0000000000200286","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background and objectives: &lt;/strong&gt;Emergency medical services (EMS) clinicians play a critical role in early identification and management of neurologic emergencies yet may encounter sparse neurology-specific education. With interprofessional collaboration, we developed a multimodal, active-learning, and experiential curriculum for teaching prehospital care in a neurologically underserved setting. We evaluated curriculum feasibility and impact on prehospital neurologic assessment. The objectives of this study were to (1) recognize signs and symptoms of neurologic emergencies, aiding in the formulation of a prehospital differential diagnosis; (2) appraise patient encounter data for incorporation into prehospital medical decision making and facilitation of interprofessional communication and continuity of care; and (3) provide situation-specific prehospital care for patients with neurologic emergencies, including stabilization, medical management, triage, and disposition.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;We delivered a 10-month longitudinal neurologic emergencies curriculum to EMS clinicians in Victoria, TX. The program included case-based learning, simulation, team gamification, and pilot web-based bedside teaching. Participants completed preknowledge and postknowledge assessments for in-person interactive sessions and a simulation, as well as a summative knowledge assessment. Learner reactions were assessed by changes in self-perceived familiarity with neurologic emergencies. We tracked local acute stroke care metrics (monthly median door-to-needle time (DTNT), incidence of thrombolysis, and incidence of thrombectomy transfer) before and after the curriculum to assess impact on recognition and triage skills.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;EMS clinicians with varying experience levels participated in 221 session attendances. Short-term knowledge assessment scores improved for neurovascular (60 vs 80, &lt;i&gt;p&lt;/i&gt; &lt; 0.01), neuromuscular and spinal cord (60 vs 90, &lt;i&gt;p&lt;/i&gt; &lt; 0.01), and traumatic brain injury and headache (60 vs 90, &lt;i&gt;p&lt;/i&gt; &lt; 0.01) emergencies, but not for epilepsy/syncope/dizziness/encephalopathy (both 80, &lt;i&gt;p&lt;/i&gt; = 0.12), nor summatively (both 80, &lt;i&gt;p&lt;/i&gt; = 0.97). Postsimulation assessment showed significant knowledge gain (40 vs 80, &lt;i&gt;p&lt;/i&gt; &lt; 0.01). No postcurriculum difference in median DTNT (49 vs 45 minutes, &lt;i&gt;p&lt;/i&gt; = 0.72) nor thrombolysis administration (both 2, &lt;i&gt;p&lt;/i&gt; = 0.21) was observed; transfer for thrombectomy evaluation increased (1 vs 3, &lt;i&gt;p&lt;/i&gt; = 0.02). Learners reported consistently moderate familiarity with neurologic emergencies but expressed appreciation for the case-based, differential diagnosis approach.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Discussion: &lt;/strong&gt;Short-term knowledge improved in several areas of our curriculum, most notably with simulation. Increase in thrombectomy transfers suggests potential impact on recognition and triage. Challenges included attendance amid clinical responsibilities and sample size","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 1","pages":"e200286"},"PeriodicalIF":0.0,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12810930/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146000336","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}