Education Research: Resident education through adult learning in neurology

Shoirah, Hazem; Ntranos, Achilles; Brandstadter, Rachel; Liu, Yangbo; Medina, E; Kwan, Jamie; Krieger, Stephen

doi:10.1212/wnl.0000000000005914

Cited by 6 publications

(4 citation statements)

References 6 publications

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“…There are a number of resident-as-teacher activities that have also been integrated into an educational program for neurology-residents based on the 6 principles of adult learning theory (ALT) [ 24 ]. However, as far as we know, there are very few purely neurological resident-as-teacher programs [ 12 ]—and we do currently not have any information on such an existing program in Germany.…”

Section: Discussionmentioning

confidence: 99%

Residents as teachers in Neurology: a Germany-wide survey on the involvement of neurological residents in clinical teaching

Biesalski

Tönges

Kirchbauer

et al. 2022

Neurol. Res. Pract.

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Background Residents play an important role in the clinical training of medical students, spending up to 25% of their daily work teaching. In the US medical curriculum didactic courses for residents already exist and their role as a teacher is firmly anchored. In Germany, there are no fixed regulations or residents-as-teachers-programs. The aim of this study was to evaluate the activities of neurological residents in clinical teaching. Methods We conducted a prospective cross-sectional online survey among neurological residents in Germany. The evaluation was carried out descriptively and by means of text analysis. Results 138 residents from 39 German neurological university hospitals answered the survey. Nearly half of them needed the teaching activity as part of their career planning. The residents are mostly involved in practical courses. More than 80% stated, that they enjoy teaching. 64% stated that there were no preparatory courses for teaching at their hospital/university. 78.4% of the respondents received no or merely insufficient feedback for their own teaching and 62.5% had only little or even no knowledge about the university curriculum. Conclusions By teaching medical students, residents play an outstanding role in recruiting students for neurology and, simultaneously, teaching leads an improvement in the residents’ own learning. To encourage young neurologists as teachers and—at the same time as learners—Clinic directors and universities should promote residents-as-teachers programs in neurology and reward the residents’ teaching activities.

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Section: Discussionmentioning

confidence: 99%

Residents as teachers in Neurology: a Germany-wide survey on the involvement of neurological residents in clinical teaching

Biesalski

Tönges

Kirchbauer

et al. 2022

Neurol. Res. Pract.

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“…The F1 and F2 courses fill an identified need in GME and provide an easy way for EM program leaders to adopt best practices in education. 4,25,26,[31][32][33][34][35][37][38][39][40]70 The centralized, free, accessible nature of FoEM reduces the burden of work for educators and allows incorporation of level-specific core content education using proven effective learning methods such as active learning, small group collaboration, interleaving, and spaced repetition. 71,72 Further, the flipped classroom model employed by the courses allows for formal implementation of individualized interactive instruction, adhering to recommended guidelines by providing vetted asynchronous resources for independent study.…”

Section: Discussionmentioning

confidence: 99%

“…26,[31][32][33][34] Educators can enhance learning by promoting interactivity during didactics, which has been shown to improve engagement and knowledge retention. 4,25,[35][36][37][38][39][40] The flipped classroom is an example of an interactive learner-centric approach particularly well-suited to the needs of contemporary resident learners. The flipped classroom model incorporates learner-directed study of core concepts in preparation for more interactive didactics, allowing a classroom focus on higher-order thinking.…”

Section: Introductionmentioning

confidence: 99%

Development, Implementation, and Evaluation of an Open Access, Level-Specific, Core Content Curriculum for Emergency Medicine Residents

Moore

Ketterer

Wheaton

et al. 2021

Journal of Graduate Medical Education

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Background Leaders in graduate medical education must provide robust clinical and didactic experiences to prepare residents for independent practice. Programs traditionally create didactic experiences individually, requiring tremendous resources with variable content exposure and quality. Objective We sought to create and implement a free, open access, learner-centric, level-specific, emergency medicine (EM) residency curriculum. Methods We developed Foundations of Emergency Medicine (FoEM) Foundations I and II courses using Kern's model of curriculum development. Fundamental topics were identified through content guidelines from the American Board of Emergency Medicine. We incorporated learner-centric strategies into 2 flipped classroom, case-based courses targeting postgraduate year (PGY) 1 and PGY-2 residents. The curriculum was made freely available online in 2016. Faculty and resident users were surveyed annually for feedback, which informed iterative refinement of the curriculum. Results Between 2016 and 2020, registration for FoEM expanded from 2 sites with 36 learners to 154 sites and 4453 learners. In 2019, 98 of 102 (96%) site leaders and 1618 of 2996 (54%) learners completed the evaluative survey. One hundred percent of responding leaders and 93% of learners were “satisfied” or “very satisfied” with FoEM content. Faculty and residents valued FoEM's usability, large volume of content, quality, adaptability, organization, resident-faculty interaction, and resident-as-teacher opportunities. Challenges to implementation included resident attendance, conference structure, technology limitations, and faculty engagement. Conclusions We developed and implemented a learner-centric, level-specific, national EM curriculum that has been widely adopted in the United States.

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“…More broadly, the "close the loop" methodology in morning report was a component of our adult learning theory-based curriculum, which was found to have a positive impact on Residency Inservice Training Exam (RITE) scores 7 . Further work is needed to assess both subjective (e.g.…”

Section: A C C E P T E Dmentioning

confidence: 99%

Training in Neurology: Diagnostic Accuracy Among Neurology Residents

et al. 2021

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ObjectiveTo describe cases presented by junior neurology residents, and to evaluate resident diagnostic patterns to help address individual and systemic educational needs.MethodsFor 6 academic years, details of all morning report cases assessed and presented by junior neurology residents were logged, including the resident's independent initial diagnostic impression. Cases were later revisited at subsequent morning reports to “close the loop” on a final diagnosis. We conducted retrospective review to quantify case demographics and to determine resident diagnostic accuracy based on pre-specified localization pathways.ResultsDemographic analysis included 1,472 cases; of these, 1,301 qualified for accuracy analysis due to diagnostic uncertainty at time of morning report. Non-neurologic etiologies represented 26.0% of cases. Central nervous system etiologies were the majority (86.0%) of neurologic cases. The most frequent diagnoses were ischemic stroke and seizure. Overall resident diagnostic accuracy was 64.0%. Accuracy was similar between central and peripheral etiologies. Of 1,301 cases, 15.3% were overcalled as neurologic, while neurologic disease was rarely mistaken as non-neurologic (5.1%). Most diagnostic errors (49.1%) occurred when determining if a case was neurologic. Where in the localization pathway errors occurred varied between etiologies.ConclusionOverall diagnostic accuracy for neurology junior residents in our cohort was similar to prior work conducted in smaller samples. Analysis of errors, particularly at the critical “neurologic or non-neurologic” decision-point, warrants further investigation. “Close the loop” methodology is simple to employ and can guide educational and quality initiatives to improve neurology resident clinical acumen.

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Education Research: Resident education through adult learning in neurology

Cited by 6 publications

References 6 publications

Residents as teachers in Neurology: a Germany-wide survey on the involvement of neurological residents in clinical teaching

Residents as teachers in Neurology: a Germany-wide survey on the involvement of neurological residents in clinical teaching

Development, Implementation, and Evaluation of an Open Access, Level-Specific, Core Content Curriculum for Emergency Medicine Residents

Training in Neurology: Diagnostic Accuracy Among Neurology Residents

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