Neurology. Education最新文献

{"title":"Writing: The Art of Slowing Down Thinking.","authors":"Roy E Strowd","doi":"10.1212/NE9.0000000000200155","DOIUrl":"10.1212/NE9.0000000000200155","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 3","pages":"e200155"},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11419334/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368176","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":"Artificial Intelligence in Residency Recruitment: Impact on Equity.","authors":"Rachel Gottlieb-Smith, Kathryn Xixis, Jaclyn M Martindale, Jessica H R Goldstein, Justin Rosati","doi":"10.1212/NE9.0000000000200150","DOIUrl":"10.1212/NE9.0000000000200150","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 3","pages":"e200150"},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11424503/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368168","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: The Current Landscape of Clinician Educator Tracks in Adult Neurology Residency Programs: A National Survey of Program Directors.","authors":"Nuri Jacoby, K H Vincent Lau, Maureen I Ekwebelem, Jeremy J Moeller, Daniel Shalev","doi":"10.1212/NE9.0000000000200142","DOIUrl":"10.1212/NE9.0000000000200142","url":null,"abstract":"<p><strong>Background and objectives: </strong>As the concept of a clinician-educator (CE) evolves and the multiple competencies of the role become better defined, there seems to be a growing need for targeted training for clinicians pursuing a career in medical education. This study aims to describe the current state of CE tracks in adult neurology residency programs and to identify the barriers to implementation, potential solutions, and program goals and outcomes.</p><p><strong>Methods: </strong>We characterized CE tracks using 2 methods. First, we reviewed the websites of all US adult neurology residency programs to determine the availability of a CE track and its characteristics. Second, we administered a 20-item survey to program directors (PDs) of all US neurology residency programs, with questions focused on track availability, characteristics, perceived benefits of CE tracks on resident career development, barriers to implementation, and ideas for national initiatives that may facilitate track development or improvement.</p><p><strong>Results: </strong>Fifty-eight of 177 (33%) PDs responded to the survey. Combining the results of the website reviews and surveys, we found that 34 of 179 (19%) programs have CE tracks. Seventy percent of PDs felt that CE tracks are very impactful or impactful for participating residents' careers, a perception more common among PDs of programs with tracks. The greatest perceived benefit was in preparing residents for educational leadership roles. The greatest barriers to implementation were a lack of teaching faculty, a lack of resources, and limited resident time. The highest ranked idea for a national initiative that can facilitate track development was live and recorded lectures on medical education topics.</p><p><strong>Discussion: </strong>Although most PDs surveyed agreed that CE tracks are impactful for preparing residents as teachers and education leaders, such tracks are available in only 19% of adult neurology residency programs. PDs report that the benefits of CE tracks extend beyond the participants, with implications for the health of the residency program and the neurology department. While some programs have significant barriers to implementation, national initiatives may help reduce the resource burden on individual programs. Future areas of study include assessing the development and outcomes of national initiatives and analyzing the outcomes associated with CE tracks.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 3","pages":"e200142"},"PeriodicalIF":0.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11419289/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368174","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: Enhancing Skills in Serious Illness Communication in Neurology Residents Using Simulation: A Pilot Study.","authors":"Marcey Osgood, Brian Silver, Jennifer Reidy, Vandana Nagpal","doi":"10.1212/NE9.0000000000200140","DOIUrl":"10.1212/NE9.0000000000200140","url":null,"abstract":"<p><strong>Background and problem statement: </strong>Patients with acute ischemic stroke are faced with prognostic uncertainty, progressive decline, and early mortality. Many neurologists report a lack of education and experience in providing palliative care. We developed a simulation-based curriculum to improve residents' confidence and comfort with conducting late-stage goals of care (GOC) conversations.</p><p><strong>Objectives: </strong>To assess and improve neurology residents' self-reported confidence and comfort around GOC discussions, prognostication, and hospice; encourage neurology residents to conduct GOC conversations early in the illness; introduce neurology residents to a structured framework for conducting GOC conversations; facilitate the residents to build rapport and convey a mindful presence during GOC conversations; provide direct, real-time feedback and an opportunity for redo and practice; and identify gaps for education.</p><p><strong>Methods and curriculum description: </strong>The 3-hour experience included a didactic session followed by an interactive simulation and debriefing. The residents' objectives were to deliver difficult news, discuss prognosis, explore goals, navigate treatment options, and discuss end-of-life care including hospice. The faculty observed each interaction and called time-outs to allow the residents to self-assess and obtain feedback. Residents and faculty debriefed to identify take-home points and to reflect on their emotions, self-care, and sense of purpose in medicine.</p><p><strong>Results and assessment: </strong>Twenty-six neurology residents filled out an anonymous presurvey to self-assess their confidence and comfort surrounding GOC conversations. More than 50% of residents reported being confident in conducting GOC discussions, whereas only 42% reported adequate prior training. Postsession, more than 90% of residents reported that training was relevant, helpful, organized, and clear. Faculty identified that residents had difficulty addressing prognosis, assessing goals, planning treatment, and using silence, responding to emotion, and displaying empathy. Fifteen residents filled out a postsurvey that revealed improved comfort with delivering prognosis, discussing hospice, and initiating early GOC discussions.</p><p><strong>Discussion and lessons learned: </strong>Our project uniquely focuses on late-stage GOC conversations and builds on existing literature that supports a structured program with both didactic and simulation components to improve residents' abilities to effectively navigate GOC conversations with patients and families. Future work will focus on reinforcement and reassessment of communication skills.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 3","pages":"e200140"},"PeriodicalIF":0.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11419305/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368170","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 Standardized Experiential Simulation Curriculum Equips Residents to Face the Challenges of Chief Year.","authors":"Elina Zakin, Nada Abou-Fayssal, Aaron S Lord, Aaron Nelson, Sara K Rostanski, Cen Zhang, Sondra Zabar, Steven L Galetta, Arielle Kurzweil","doi":"10.1212/NE9.0000000000200138","DOIUrl":"10.1212/NE9.0000000000200138","url":null,"abstract":"<p><strong>Introduction and problem statement: </strong>A chief resident's role incorporates administrative, academic, and interpersonal responsibilities essential to managing a successful residency program. However, rising chief residents receive little formal exposure to leadership training.</p><p><strong>Objectives: </strong>To (1) define leadership styles; (2) understand the effect of cultural competence on leadership styles; (3) learn effective methods to advocate as the chief resident; (4) provide effective peer feedback; (5) provide effective supervisor feedback; (6) learn effective conflict management; (7) ensure psychological safety.</p><p><strong>Methods and curriculum description: </strong>We developed a 1-day curriculum combining didactics and simulation activities for our program's rising chief residents. Implementation of our curricular design included a morning session focusing on small groups and didactic-based lectures on specific topics pertinent to leadership, along with a debriefing of a psychometric evaluation tool administered before the curriculum day. The simulation activity consisted of 3 group objective structured clinical examination (G-OSCE) scenarios: (1) providing a struggling junior trainee with feedback; (2) debriefing an adverse clinical outcome as the team leader; (3) navigating a challenging situation with a supervising physician. Standardized participants were surveyed for specific objectives. Learners completed precurricular and postcurricular surveys on their familiarity and preparedness for their chief year.</p><p><strong>Results and assessment data: </strong>Comparison of preintervention (n = 16) and postintervention (n = 10) data shows improvements in familiarity with leadership models (<i>p</i> = 0.006), cultural competence in leadership (<i>p</i> = 0.027), and team organizational structure (<i>p</i> = 0.010) with notable improvement in report of advocating for the team to 100% of participants in the postcurricular survey. In addition, although not statistically significant, familiarity with specific strategies for feedback delivery improved (<i>p</i> = 0.053), as did learner comfort levels with feedback delivery (comparing 51% of learners were either very or somewhat comfortable precurriculum to 90% postcurriculum). This is further supported by standardized participant data after the G-OSCEs. Although familiarity with wellness resources did improve across learners (<i>p</i> = 0.421), learner-reported use of wellness resources was noted to be reduced after the curricular intervention and remains a result of further interest for exploration.</p><p><strong>Discussion and lessons learned: </strong>A 1-day leadership development curriculum combining didactics and simulation is an effective means of preparing rising chief residents to succeed in their transition to this leadership role.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 3","pages":"e200138"},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11419294/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368169","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":"What Makes a Great Peer Reviewer in Neurology Education?","authors":"Roy E Strowd","doi":"10.1212/NE9.0000000000200139","DOIUrl":"https://doi.org/10.1212/NE9.0000000000200139","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 2","pages":"e200139"},"PeriodicalIF":0.0,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11441743/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368166","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":"Addressing the Gender Gap in Residency Awards Using a Blinded Selection Process.","authors":"Clare M Lambert, Reshma Narula, Vanessa Cooper, Jeremy J Moeller","doi":"10.1212/NE9.0000000000200136","DOIUrl":"10.1212/NE9.0000000000200136","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 3","pages":"e200136"},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11424499/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368167","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: The Neuromuscular Portal and Match: Working Toward a More Fair, Equitable, and Transparent Process.","authors":"","doi":"10.1212/NE9.0000000000200097","DOIUrl":"10.1212/NE9.0000000000200097","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1212/NE9.0000000000200086.].</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"2 4","pages":"e200097"},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11371078/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142135019","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: Perspectives and Experiences of Clinical Neurology Faculty Regarding the End-of-Rotation Assessment: A Qualitative Study.","authors":"Marie Carl Eugene, Jose Montes-Rivera, Bobbie Ann Adair White","doi":"10.1212/NE9.0000000000200104","DOIUrl":"10.1212/NE9.0000000000200104","url":null,"abstract":"<p><strong>Introduction: </strong>End-of-rotation assessments (ERAs) completed by clinical faculty supervising medical students are an important component of medical student performance during clinical rotations. The quality and quantity of the formative and/or summative comments provided by faculty to students on ERAs vary. The goal of this study was to better understand the experiences, limitations, and barriers that may affect faculty at a single institution and its affiliated sites when completing this assessment.</p><p><strong>Methods: </strong>A qualitative study design was used, with phenomenology as the qualitative design of inquiry. Clinical faculty at 3 student rotation sites who worked with students and had filled out the electronic assessment form were asked to participate. A virtual platform was used to conduct semistructured interviews. Transcripts of the recorded interviews were reviewed and analyzed to identify emerging and recurrent themes.</p><p><strong>Results: </strong>Eleven faculty members (8 men and 3 women) were interviewed. Most participants felt that the time spent with medical students was limited, compromising the assessment process-particularly at sites where they are assigned to inpatient service for 1 week at a time. Longer intervals between end-of-rotation and completing the assessment limited details in the narrative components. Some participants were hesitant to assign students lower scores and to write negative comments in their assessments. Although constructive comments could be provided verbally, they were not always stipulated as comments on the assessment form. Many were concerned that written comments could negatively affect a student's future career. The participants recognized the importance and benefit of writing comments specific to the individual student. Many opined that providing prewritten examples of suggested comments would result in a generic assessment.</p><p><strong>Discussion: </strong>The experiences, limitations, and barriers that affected faculty members' ability to assess medical students at the end of the neurology rotation included limited time spent with students, a longer time taken to fill out the assessment form, and reluctance to write negative comments that could potentially affect a student's career. Specific comments about individual students were deemed important. Shorter and more frequent assessments, modifications to faculty schedules, faculty development initiatives, and adoption of a growth mindset are potential ways to overcome barriers faced by faculty.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"2 4","pages":"e200104"},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11446164/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368164","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":"Game-Based Learning in Neuroscience: Key Terminology, Literature Survey, and How To Guide to Create a Serious Game.","authors":"Sarah L Edwards, Eric Gantwerker, Michael Cosimini, Alison L Christy, Angel W Kaur, Ann K Helms, Mikaela L Stiver, Zachary London","doi":"10.1212/NE9.0000000000200103","DOIUrl":"10.1212/NE9.0000000000200103","url":null,"abstract":"<p><p>Game-based learning (GBL) has emerged as a promising approach to engage students and promote deep learning in a variety of educational settings. Neurology and neuroscience are complex fields that require an understanding of intricate neural structures and their functional roles. GBL can support the acquisition and application of such knowledge. In this article, we give an overview of the current state of GBL in neuroscience education. First, we review the language of gaming, establishing conceptual definitions for game elements, gamification, serious games, and GBL. Second, we discuss a literature review of games in the educational literature for adult learners involved in neuroscience. Third, we review available games intended for neuroscience education. Finally, we share tips for educators interested in developing their own educational games. By leveraging the unique features of games, including interactivity, feedback, and immersive experiences, educators and learners can engage with complex neuroscience concepts in a fun, engaging, and effective way.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"2 4","pages":"e200103"},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11446165/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368165","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}