Neurology. Education最新文献

{"title":"The Historical Case for a Strong and Diverse Neurology Clerkship Leadership Team.","authors":"Ashley Paul, Doris G Leung, Carlos G Romo, Vinay Chaudhry, Justin C Mcarthur, Eric H Kossoff, Jessica Nance, Charlene E Gamaldo, Rachel Marie E Salas","doi":"10.1212/NE9.0000000000200149","DOIUrl":"10.1212/NE9.0000000000200149","url":null,"abstract":"<p><p>The role of the clerkship director has evolved significantly over the past century and now requires a diverse range of skills to meet the rigorous standards set by national accrediting bodies such as the Liaison Committee on Medical Education. We conducted a historical exploration, spanning the past 43 years, of the educational practices in the Neurology Department at Johns Hopkins University School of Medicine. We learned that no entity is responsible for documenting the history of the clerkship. Three distinct areas of focus represent the essential pillars of our clerkship: (1) building a diverse, equitable, and inclusive leadership team with complementary skill sets; (2) establishing medical education as a career path with institutional support and promotion; and (3) planning and supporting the transition of clerkship roles. These pillars facilitate an academic environment that promotes professional well-being and work-life integration, the development of opportunities for educational scholarship and professional development, and the identification, recruitment, and training of future medical educator leaders. This historical review underscores the importance of implementing a structured approach to organizing clerkships. Structure would facilitate innovation and contextual paradigm shifts in adult learning, shaping progress for the future. Furthermore, institutions should document the biography of the clerkship and neurology education. A biography would help maintain compliance with accrediting bodies, inform future planning based on outcomes of decisions made by past leaders, maintain continuity in the long-term vision of the neurology clerkship, ensure smooth transitions in leadership, and preserve institutional memory and legacy.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200149"},"PeriodicalIF":0.0,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694787/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924374","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: Trends of Neurology Clerkships in the United States Amidst a Global Pandemic.","authors":"Stephen VanHaerents, Doris Kung, Erin Furr-Stimming, Jeremy K Cutsforth-Gregory, Joshua Weaver, Carolyn M Cahill, Tasha Ostendorf, Christopher M Keran","doi":"10.1212/NE9.0000000000200169","DOIUrl":"10.1212/NE9.0000000000200169","url":null,"abstract":"<p><strong>Background and objectives: </strong>To report a 2022 survey of US medical school neurology clerkship directors (CDs) and to compare the results with those of similar surveys conducted in 2005, 2012, and 2017.</p><p><strong>Methods: </strong>An American Academy of Neurology (AAN) Consortium of Neurology Clerkship Directors (CNCD) workgroup developed the survey sent to all neurology CDs listed in the AAN CNCD database. Comparisons were made with 2005, 2012, and 2017 surveys.</p><p><strong>Results: </strong>The response rate was 72 (47%) of 152 CDs. The number of respondents reporting a required neurology clerkship has not significantly changed over the past 17 years (93%, 93%, 94%, and 96% for 2005, 2012, 2017, and 2022, respectively, <i>p</i> = 0.848), but the timing of the clerkship has shifted. The proportion of clerkships that occur exclusively in students' third year has fluctuated around 50% since 2012 (56% in 2012, 51% in 2017, and 58% in 2022). Those taken only in the fourth year have decreased (from 45.6% in 2005, to 12% in 2012, 9% in 2017, and 3% in 2022 <i>p</i> < 0.001). Three-fourths of respondents (n = 54 of 72) report a 4-week clerkship duration, the same as past years (75% in 2017 and 75% in 2012). During the initial stages of the coronavirus disease 2019 (COVID-19) pandemic (March 2020-July 2021), students in the neurology clerkship spent an average of 6 hours in online learning compared with 3 hours currently (<i>p</i> < 0.001). Respondents received an average of 27% of a full-time equivalent protected time. 87% indicated that they are very or somewhat satisfied in their role, but most (60%, n = 38/63) indicated that they have experienced burnout at some point within their career as a neurology CD.</p><p><strong>Discussion: </strong>Neurology clerkships remained resilient in the United States through the initial stages of the COVID-19 pandemic with demonstrated consistency in structure, curriculum, and administration. There has been a continued increase in the requirement of the clerkship as a 4-week clinical experience. The needs persist for more clerkship coordinator support and more protected time for neurology CDs. Despite high satisfaction, most of the respondents have experienced burnout for a variety of reasons, including lack of protected time and competing obligations.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200169"},"PeriodicalIF":0.0,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11744480/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019943","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: Use by Neurologists of Microteaching and Microassessment Programs for Teaching, Learning, and Patient Care Needs: A Qualitative Study.","authors":"Kara A Stavros, Alexandra Michelle Miller, Jeremy J Moeller, Kimberly Wiseman, Sydney-Evelyn Gibbs, Xiaoyu Sun, Lynne Shindoll, Robert Rook, Michaela Morris, Tessa Dahlgren, Zachary London, Roy E Strowd","doi":"10.1212/NE9.0000000000200164","DOIUrl":"https://doi.org/10.1212/NE9.0000000000200164","url":null,"abstract":"<p><strong>Background and objectives: </strong>Microlearning is the acquisition of knowledge or skills in small units, commonly delivered by digital technology. NeuroBytes (NB) and Question of the Day (QOD) are 2 microinstructional programs in neurology. NB programs are brief, video-based mini-courses on clinical topics (microteaching); QODs are daily multiple-choice questions (microassessment). The aim of this study was to understand how neurologists use NB and QOD and to explore their influence on clinical practice, education, and lifelong learning.</p><p><strong>Methods: </strong>Purposive sampling was used to recruit neurologists or trainees who completed at least 1 NB program or 25 QODs within the past 3 months. Individual semistructured interviews were conducted to explore participants' use of NB/QOD, what they perceived as gained from the product, how learning influenced their practice, and how this influenced lifelong learning. Thematic analysis was conducted to generate codes and describe themes emerging from the data.</p><p><strong>Results: </strong>A total of 28 participants were interviewed. Neurologists were enthusiastic to use NB and QOD. Three themes were identified. NB and QOD were used to (1) enhance teaching, (2) influence clinical care, and (3) facilitate lifelong learning. Enhancing teaching: Interviewees used knowledge gained from NB/QOD in their own instruction and used NB/QOD with students. QOD was a model for writing their own assessments. Patient care: Respondents kept their knowledge current and reinforced concepts already known. QOD had less impact on patient care because it was used for identifying knowledge gaps, often outside the subspecialty niche. Lifelong learning: QOD was used to identify gaps in knowledge while NB filled educational gaps already recognized. NB and QOD were viewed as timesaving and could be completed on the fly. However, they were considered supplemental to other learning sources because they lacked depth.</p><p><strong>Discussion: </strong>NB and QOD are convenient supplemental resources for teaching, learning, and augmenting clinical practice. Microteaching and microassessment delivered through these programs fulfilled different learning needs and have complementary educational roles.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200164"},"PeriodicalIF":0.0,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11744483/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum: Artificial Intelligence in Residency Recruitment: Impact on Equity.","authors":"","doi":"10.1212/NE9.0000000000200165","DOIUrl":"https://doi.org/10.1212/NE9.0000000000200165","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1212/NE9.0000000000200150.].</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200165"},"PeriodicalIF":0.0,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11744481/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: Making a Tweetorial Fly: Features of Educational Social Media Posts Associated With High Sharing and Engagement.","authors":"Catherine S W Albin, Tianwen Ma, Gabriela F Pucci, Aaron S Zelikovich, Eric C Lawson, Neil Dhruva, Simone Masiero, Aarti Sarwal, Neha S Dangayach, Aaron L Berkowitz, Nicholas A Morris, Lyell K Jones","doi":"10.1212/NE9.0000000000200160","DOIUrl":"https://doi.org/10.1212/NE9.0000000000200160","url":null,"abstract":"<p><strong>Background and objectives: </strong>Social media platforms such as X (formerly Twitter) are increasingly used in medical education. Characteristics of tweetorials (threaded teaching posts) associated with higher degrees of engagement are unknown. We sought to understand features of neurology-themed tweetorials associated with high sharing and engagement.</p><p><strong>Methods: </strong>We created a neurology-themed tweetorials data set by searching \"tweetorial\" AND \"neurology\" on X that were posted between November 2018 and December 2022. Tweetorial and author characteristics were collected from X and by viewing the author's academic profile. We created and validated a novel formula to determine the tweetorial's \"X Factor\" (XF), a measure of reader engagement and distribution, reflecting reposts and likes. Each tweetorial was analyzed for basic variables, the author's academic rank, and thematic content. Each first post underwent a language analysis using Linguistic Inquiry and Word Count (LIWC-22) and was hand-coded for style (such as \"statement\" or \"clinical case\"). We determined each covariate's impact on XF. The general estimating equation was applied to correct for the author effect.</p><p><strong>Results: </strong>We identified 392 neurology-themed tweetorials posted by 96 unique authors. XF strongly correlated with impressions (<i>R</i> ² = 0.85) and was validated in a separate data set (<i>R</i> ² = 0.74). The median XF of the tweetorials was 28.5K (interquartile range 12.7K-61.5K). Tweetorials about a \"General Neurology Topic\" and with a \"Clearly Stated Topic\" had 48% and 49% higher XF than those without (<i>p</i> = 0.001 and 0.006, 95% CI 17%-88%, 12%-97%, respectively). Having a \"creative\" first post, including a unique hashtag, and featuring an author-made graphic correlated with 60%, 49%, and 84% higher XF than posts without those elements (<i>p</i> = 0.01,95% CI 13%-125%, <i>p</i> < 0.001, 95% CI 16%-92%, <i>p</i> < 0.001, 95% CI 30%-164%, respectively). Continuing medical education (CME) accreditation and higher scores on \"positive tone\" negatively affected XF (-80%, <i>p</i> < 0.001, 95% CI 70%-86% and -7%/point of positivity, <i>p</i> < 0.001, 95% CI 2%-10%, respectively).</p><p><strong>Discussion: </strong>Tweetorial engagement and distribution are determined by multiple factors including authorship, clarity of the topic, and visual appeal of the post. CME accreditation was strongly negatively associated with sharing and may reflect a sharing preference for personal accounts over institutional ones, although further study is needed.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"00"},"PeriodicalIF":0.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11744482/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Legacy of #Neurotwitter: A Community at a Crossroads.","authors":"Zachary London","doi":"10.1212/NE9.0000000000200168","DOIUrl":"10.1212/NE9.0000000000200168","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200168"},"PeriodicalIF":0.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694797/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evolution of Advanced Practice Provider Fellowship Training in Neurology Over 10 Years.","authors":"Joel C Morgenlander, Lesli Ann Simers, Kelly White, Bryan D Walker","doi":"10.1212/NE9.0000000000200173","DOIUrl":"10.1212/NE9.0000000000200173","url":null,"abstract":"<p><p>We are pleased to present our 10-year experience with our 1-year neurology advanced practice provider (APP) fellowship. The Duke fellowship was started by 1 author (J.C.M.) with institutional and departmental support as a response to 2 issues in our Neurology Department. The rationale for developing neurology APP fellowships nationally and locally are reviewed.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200173"},"PeriodicalIF":0.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694786/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: Has Video Killed the Interview Star?: A Survey of Current Neurology Residents on In-Person vs Virtual Residency Interviews.","authors":"William Alexander Dalrymple, Robin Ulep, Jeffrey B Ratliff, Joseph Carrera, Alan Wang, James T Patrie, Andrew M Southerland","doi":"10.1212/NE9.0000000000200161","DOIUrl":"10.1212/NE9.0000000000200161","url":null,"abstract":"<p><strong>Background and objectives: </strong>The residency application process relies on interviews, which allow programs and applicants to assess one another. Historically, interviews were conducted in person at each program. With the advent of the coronavirus disease 2019 pandemic, residency interviews shifted to a virtual format. Now, many specialties are choosing to return to in-person interviews. The objective of this study was to evaluate the resident perspective of virtual and in-person interviews.</p><p><strong>Methods: </strong>We created a survey about various aspects of the residency interview process and distributed it to neurology residents in all years of training from 5 institutions across the United States. Because of the timing of survey distribution, some residents interviewed in-person while others interviewed virtually. We focused the survey on a few themes: number of applications, cost, and overall quality. Survey response data were analyzed using generalized linear models and by nonparametric methods for categorical data.</p><p><strong>Results: </strong>Of the 164 total residents among the 5 programs, 60 completed the survey; 25 (41.7%) interviewed in-person while 35 (58.3%) interviewed virtually. Applicants who interviewed virtually applied to more programs (38.2 ± 26.6 vs 20.7 ± 7.4, <i>p</i> < 0.001) and attended more interviews (15.4 ± 8.3 vs 11.6 ± 3.3) but received a lower percentage of interview offers (54.3% ± 23.0% vs 74.4% ± 19.8%). Applicants who interviewed in-person spent significantly more money (95% CI $2,000-3,500 vs $15-100) but were also more confident in their assessment of a program's culture (76.9% vs 17.1%) and location (56.0% vs 8.6%). When asked which method they would prefer, respondents chose the method that they were familiar with-96% of people who interviewed in-person would prefer in-person interviews while 68.6% of those who interviewed virtually would prefer virtual interviews (<i>p</i> < 0.001).</p><p><strong>Discussion: </strong>There are multiple factors to consider when deciding on in-person or virtual residency interviews. In-person interviews are significantly more expensive and thus raise issues of equity but also provide better insight into the culture, location, and \"fit\" of programs and can help to reduce application burden. All these factors need to be considered before moving forward with a decision on residency interview formats for the future.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200161"},"PeriodicalIF":0.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694785/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching the 6 EEG Spectrogram Patterns Using an Infographic.","authors":"Kaley J Marcinski Nascimento, M Brandon Westover, Fábio A Nascimento","doi":"10.1212/NE9.0000000000200158","DOIUrl":"10.1212/NE9.0000000000200158","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200158"},"PeriodicalIF":0.0,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11436318/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: Establishing a Postgraduate Year-1 Director Enhances Well-Being for Adult Neurology Residents.","authors":"Robert J Marquardt, Lindsay A Ross, Nicolas R Thompson, Payal Soni, MaryAnn Mays, Andrew B Buletko","doi":"10.1212/NE9.0000000000200148","DOIUrl":"10.1212/NE9.0000000000200148","url":null,"abstract":"<p><strong>Background and objectives: </strong>Adult neurology clinical trainees in Accreditation Council for Graduate Medical Education (ACGME)-accredited residency programs spend their postgraduate year (PGY)-1 within the internal medicine department, potentially causing a perceived disconnect with their neurology program. Our Adult Neurology Clinical Competency Committee found this disconnect may decrease resident well-being. We hypothesized implementing a novel PGY-1 Director role focusing on unique aspects of this first year would improve resident well-being and connection to the neurology program.</p><p><strong>Methods: </strong>The PGY-1 Director was established as an associate program director in the adult neurology residency program with goals to improve wellness, advocacy, compliance with ACGME requirements, education, and communication. Anonymous surveys compared preintervention (before the PGY-1 Director role) with postintervention resident opinions on PGY-1 experience, assessing wellness, burnout, and perception of advocacy.</p><p><strong>Results: </strong>A total of 15 (75%) preintervention residents and 23 (96%) postintervention residents completed the study surveys. 53.7% of preintervention residents agreed or strongly agreed to feeling burned out, while only 17.4% of postintervention residents agreed they felt burned out and none strongly agreed. Significant improvement occurred in feeling supported clinically and emotionally and feeling validated. Most postintervention residents felt the PGY-1 Director was valuable and directly led to positive change. The relationship between the neurology and internal medicine departments was improved.</p><p><strong>Discussion: </strong>A dedicated PGY-1 Director position can improve trainee wellness outcomes and relationships between preliminary and matched departments. This mutually benefits both programs but requires substantial resources. We propose this as a best practice when feasible for ACGME programs with the following suggestions: (1) provide dedicated full-time equivalent time, (2) meet with preliminary program leadership regularly, (3) meet with PGY-1 trainees during orientation and at least quarterly, (4) serve as an advocate, and (5) facilitate mentorship in areas of interest.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 3","pages":"e200148"},"PeriodicalIF":0.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11419291/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142368173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}