A Video-Based Introductory EEG Curriculum for Neurology Residents and Other EEG Learners

Moeller, Jeremy J.; Farooque, Pue; Leydon, Gary; Dominguez, Moises; Schwartz, Michael L.; Sadler, R. Mark

doi:10.15766/mep_2374-8265.10570

Cited by 25 publications

(31 citation statements)

References 15 publications

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“…30 Two-thirds of respondents (10/15) reported having watched all the videos and 87% (13/15) at least half of them. 30 Videos provide the possibility of adding analytical viewing patterns to self-reports. This allows the educators to analyze whether learners persisted or stopped watching videos, providing the means of updating the curriculum and closing the loop on educational deficits through in-person sessions.…”

Section: Current Implementations In Neurologymentioning

confidence: 99%

“…Additionally, this approach has been used to implement an evidence‐based “think aloud” approach to clinical reasoning instruction, which can be a solution to time and resource constraints and aligns well with the pedagogical trend of standardized patient instruction . Concerning the latter, a set of 10 electroencephalography (EEG) teaching videos (based on concepts outlined in the Accreditation Council for Graduate Medical Education Neurology Milestones) proved to be a useful resource in complementing existing curricula at the resident level . Two‐thirds of respondents (10/15) reported having watched all the videos and 87% (13/15) at least half of them .…”

Section: Current Implementations In Neurologymentioning

confidence: 99%

“…Concerning the latter, a set of 10 electroencephalography (EEG) teaching videos (based on concepts outlined in the Accreditation Council for Graduate Medical Education Neurology Milestones) proved to be a useful resource in complementing existing curricula at the resident level . Two‐thirds of respondents (10/15) reported having watched all the videos and 87% (13/15) at least half of them . Videos provide the possibility of adding analytical viewing patterns to self‐reports.…”

Section: Current Implementations In Neurologymentioning

confidence: 99%

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Strategic Considerations for Applying the Flipped Classroom to Neurology Education

Sandrone

Berthaud

Carlson

et al. 2019

Annals of Neurology

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Nowadays, the “flipped classroom” approach is taking the center stage within medical education. However, very few reports on the implementation of the flipped classroom in neurology have been published to date, and this educational model still represents a challenge for students and educators alike. In this article, neurology educators from the American Academy of Neurology's A. B. Baker Section on Neurological Education analyze reports of flipped classroom in other medical/surgical subspecialties, review the current implementation in neurology, and discuss future strategies to flip the neurology curriculum through contextualization of the benefits and the consequences. ANN NEUROL 2020;87:4–9

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Section: Current Implementations In Neurologymentioning

confidence: 99%

Section: Current Implementations In Neurologymentioning

confidence: 99%

Section: Current Implementations In Neurologymentioning

confidence: 99%

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Strategic Considerations for Applying the Flipped Classroom to Neurology Education

Sandrone

Berthaud

Carlson

et al. 2019

Annals of Neurology

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“…38,39,41,48,52,53,56 Others suggested that the FC method was selected to improve didactic instruction, motivate or engage learners, promote active learning, or prepare for more advanced levels of content material. [38][39][40][41][42]44,46,47,49,54 Residency programs adopted the FC method in 1 of 3 ways. Most commonly, authors described ''occasional'' use of the FC for a single lesson, usually to emphasize an important topic such as quality improvement, 39,43 resident-as-teacher skills, 40 using clinical guidelines, 51 echocardiography or FIGURE PRISMA Diagram Illustrating Selection and Review Process of Articles Related to Flipped Classroom in Graduate Medical Education electro-encephalograph interpretation, 47,54,57 or pediatric advanced life-support.…”

Section: Education Contentmentioning

confidence: 99%

“…[38][39][40][41][42]44,46,47,49,54 Residency programs adopted the FC method in 1 of 3 ways. Most commonly, authors described ''occasional'' use of the FC for a single lesson, usually to emphasize an important topic such as quality improvement, 39,43 resident-as-teacher skills, 40 using clinical guidelines, 51 echocardiography or FIGURE PRISMA Diagram Illustrating Selection and Review Process of Articles Related to Flipped Classroom in Graduate Medical Education electro-encephalograph interpretation, 47,54,57 or pediatric advanced life-support. 52 Other programs have replaced their entire didactic curriculum with FC sessions.…”

Section: Education Contentmentioning

confidence: 99%

Flipping the Classroom in Graduate Medical Education: A Systematic Review

King

Gottlieb

Mitzman

et al. 2019

Journal of Graduate Medical Education

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Background Flipped classroom (FC) instruction has become increasingly common in graduate medical education (GME).Objective The purpose of this study was to profile the use of FC in the GME setting and assess the current status of research quality. MethodsWe conducted a systematic literature search of major health and social science databases from July 2017 to July 2018. Articles were screened to ensure they described use of the FC method in an Accreditation Council for Graduate Medical Education-accredited residency program and included research outcomes. Resulting articles were analyzed, described, and evaluated for research quality using the Kirkpatrick framework and the Medical Education Research Study Quality Instrument (MERSQI).Results Twenty-two articles were identified, all of which were recently published. Five were only indirectly related to FC methods. Most studies reported Kirkpatrick-level outcomes. Studies involving resident learner opinions were generally positive. Pre-posttest studies resulted in large positive improvements in knowledge or skills attainment. Control group study results ranged from large positive (1.56) to negative effects (-0.51). Average MERSQI scores of 12.1 (range, 8.5-15.5) were comparable to GME research norms.Conclusions Varying methods for implementing and studying the FC in GME has led to variable results. While residents expressed a positive attitude toward FC learning, shortcomings were reported. Approximately half of the studies comparing the flipped to the traditional classroom reported better achievement under the FC design. As indicated by the MERSQI score, studies captured by this review, on average, were as rigorous as typical research on residency education.

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Feasibility and utilization of a national virtual EEG course for Canadian residents and fellows

Shock,

Cerga,

RamachandranNair

et al. 2024

Epileptic Disorders

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ObjectiveElectroencephalography (EEG) is an essential tool for the diagnosis and management of epilepsy. There is a gap in EEG education for residents in Canadian neurology programs as EEG is only listed in the training requirements as a procedural skill. There is currently no standardized EEG curriculum among Canadian epilepsy fellowship programs.MethodsWe conducted two iterations of a structured virtual EEG course from June to October 2021, and from March to June 2022. Trainees were recruited via Canadian neurology residency and epilepsy fellowship programs and were required to join the Canadian League Against Epilepsy (CLAE) as junior members. We obtained trainee demographic information before and after each course as well as analytical data on the video recordings posted on the CLAE website.ResultsA total of 77 trainees registered for the two courses; majority of trainees were adult neurology residents (34%) and adult epilepsy fellows (32%). Prior theoretical EEG teaching was reported as limited by more than half (53%) of participants. The average number of unique viewers per recorded video in 2021 was 29.7 interquartile range (16–35.5), while in 2022, the average was 22.5, interquartile range (16–28). Post‐course questionnaire data revealed that 82% of participants strongly agreed that the course enhanced their knowledge. All participants were either likely (27%) or very likely (73%) to recommend the course to their peers.SignificanceNational virtual EEG education is both feasible and accessible; therefore, this is a promising modality of teaching to meet the significant demand for high‐quality EEG education among neurology trainees.

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A Video-Based Introductory EEG Curriculum for Neurology Residents and Other EEG Learners

Abstract: Introduction: It is difficult to provide standardized formal education in EEG because of time limitations and

Cited by 25 publications

References 15 publications

Strategic Considerations for Applying the Flipped Classroom to Neurology Education

Strategic Considerations for Applying the Flipped Classroom to Neurology Education

Flipping the Classroom in Graduate Medical Education: A Systematic Review

Feasibility and utilization of a national virtual EEG course for Canadian residents and fellows

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