Innovation in resident education – Description of the Neurology International Residents Videoconference and Exchange (NIRVE) program

Gros, Priti; Rotstein, Dalia; Kinach, Mark; Chan, David W.; Montalbán, Xavier; Freedman, Morris; Sasikumar, Sanskriti

doi:10.1016/j.jns.2020.117222

Cited by 7 publications

(19 citation statements)

References 9 publications

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“…Bowen 58 , Gros 53 , Samuels 61 Real World Impact Increased clinical activities or capacities because of the activity Sue 78 Contributed to positive real-life impact on participants who took the course (such as improved skills or knowledge or concrete preparation for in-person activities)…”

Section: Discussionmentioning

confidence: 99%

“…Addo-Atuah 66 , Carrasco 64 , Chastonay 68 Informed or directly contributed to expansion of VGHEA activity or content to other courses, global health activities, resources, or institutional departments Addo-Atuah 66 , Atkins 56 , Bolon 46 , Carrasco 64 , Chastonay 68 , Gros 53 Led to career advancement or enrichment, both for faculty and trainees Addo Atuah 66 , Amerson 67 , Bolon 46 , Chastonay 68…”

Section: Discussionmentioning

confidence: 99%

“…Certain elements were both enablers and barriers, specifically funding, the need for protected and convenient course timing, and technological support needed for VGHEA implementation. The double mention of these factors highlights their critical importance to the success of VGHEAs; indeed, those articles that mentioned funding, [47][48][49][50][51][52] timing, 40,[53][54][55] and strong technology 40,49,53,54,[56][57][58][59][60][61][62] as facilitators of VGHEAs offer key insights into how to overcome barriers that may prevent successful VGHEA implementation. More research in this area will be important to guide the planning and development of VGHEAs, particularly between HIC/LMIC partners who will have different needs and capacities.…”

Section: Vghea = Virtual Global Health Education Activitymentioning

confidence: 99%

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Virtual global health in graduate medical education: a systematic review

Umphrey

Lenhard²,

Lam³

et al. 2022

Int J Med Educ

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Objectives: To synthesize recent virtual global health education activities for graduate medical trainees, document gaps in the literature, suggest future study, and inform best practice recommendations for global health educators. Methods: We systematically reviewed articles published on virtual global health education activities from 2012-2021 by searching MEDLINE, EMBASE, Cochrane Library, ERIC, Scopus, Web of Science, and ProQuest Dissertations & Theses A&I. We performed bibliography review and search of conference and organization websites. We included articles about primarily virtual activities targeting for health professional trainees. We collected and qualitatively analyzed descriptive data about activity type, evaluation, audience, and drivers or barriers. Heterogeneity of included articles did not lend to formal quality evaluation. Results: Forty articles describing 69 virtual activities met inclusion criteria. 55% of countries hosting activities were high-income countries. Most activities targeted students (57%), with the majority (53%) targeting trainees in both low-to middle-and high-income settings. Common activity drivers were course content, organization, peer interactions, and online flexibility. Common challenges included student engagement, technology, the internet, time zones, and scheduling. Articles reported unanticipated benefits of activities, including wide reach; real-world impact; improved partnerships; and identification of global health practice gaps. Conclusions: This is the first review to synthesize virtual global health education activities for graduate medical trainees. Our review identified important drivers and challenges to these activities, the need for future study on activity preferences, and considerations for learners and educators in low-to middle-income countries. These findings may guide global health educators in their planning and implementation of virtual activities.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Vghea = Virtual Global Health Education Activitymentioning

confidence: 99%

See 1 more Smart Citation

Virtual global health in graduate medical education: a systematic review

Umphrey

Lenhard²,

Lam³

et al. 2022

Int J Med Educ

View full text Add to dashboard Cite

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“…[62][63][64] In the realm of postgraduate neurology training, analogous motifs of maximizing inclusiveness and diversity through virtual application and interview processes have been explored, and underscore how the impact of technology on the field of neurology spans beyond clinical interactions and into systems of recruitment and training of the next generation of neruologists. [65][66][67][68] Although the advent of teleneurology carries immense potential to promote the ethical ideals of justice and equity, disparities have been described in access to telehealth technologies and in digital literacy. If not proactively addressed, these disparities may preclude equitable access to teleneurology services across diverse populations and potentially exacerbate pre-existing health care inequalities, particularly among underserved minority populations, elderly patients, and patients with low health literacy or digital literacy.…”

Section: Justice and Equity In Teleneurologymentioning

confidence: 99%

“…62 63 64 In the realm of postgraduate neurology training, analogous motifs of maximizing inclusiveness and diversity through virtual application and interview processes have been explored, and underscore how the impact of technology on the field of neurology spans beyond clinical interactions and into systems of recruitment and training of the next generation of neruologists. 65 66 67 68…”

Section: Justice and Equity In Teleneurologymentioning

confidence: 99%

Neuroethics in the Era of Teleneurology

Young

2022

Semin Neurol

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The accelerating integration of telehealth technologies in neurology practice has transformed traditional interactions between neurologists and patients, allied clinicians and society. Despite the immense promise of these technologies to improve systems of neurological care, the infusion of telehealth technologies into neurology practice introduces a host of unique ethical challenges. Proactive consideration of the ethical dimensions of teleneurology and of the impact of these innovations on the field of neurology more generally can help to ensure responsible development and deployment across stages of implementation. Toward these ends, this article explores key ethical dimensions of teleneurology practice and policy, presents a normative framework for their consideration, and calls attention to underexplored questions ripe for further study at this evolving nexus of teleneurology and neuroethics. To promote successful and ethically resilient development of teleneurology across diverse contexts, clinicians, organizational leaders, and information technology specialists should work closely with neuroethicists with the common goal of identifying and rigorously assessing the trajectories and potential limits of teleneurology systems.

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Headache Education Adaptation During the COVID-19 Pandemic: Impact on Undergraduate and Graduate Medical Education

Rayhill

Rosen

Robbins

2022

Curr Pain Headache Rep

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Purpose of Review Our goal was to describe the changes to headache and neurological education that occurred as a result of the COVID-19 pandemic, and the impact this had on medical learners. We also discuss subsequent implications for the future of education in the field of headache medicine. Recent Findings Both educators and learners faced many challenges during the pandemic. These include the following: cancellation of in-person educational meetings, limited in-person networking and wellness events, disengagement from virtual didactic curricula, limitations in procedure-based learning, redeployment to inpatient settings with a decrease in outpatient exposures, and blurred boundaries between home and work life due to more virtual collaboration and home computer use. The development of telehealth programs and trainee wellness initiatives, improved collaboration opportunities among geographically distant institutions, and greater access to conferences for learners are among the many improvements forged by these challenging times in medical education. Summary Given the high prevalence of headache disorders and the paucity of headache specialists, training new clinicians with competency in headache medicine is essential. There were many educational challenges and opportunities identified in the literature that resulted from the pressures of the pandemic. Educators need to develop assessments that capture any gaps in learning that may have occurred during this tumultuous time and be vigilant of remediation needs in our learners over the coming years. It is imperative to intentionally design curricula for the future by harnessing new pedagogical tools, innovations, and perspectives gleaned from our experience with the COVID-19 pandemic.

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Innovation in resident education – Description of the Neurology International Residents Videoconference and Exchange (NIRVE) program

Cited by 7 publications

References 9 publications

Virtual global health in graduate medical education: a systematic review

Virtual global health in graduate medical education: a systematic review

Neuroethics in the Era of Teleneurology

Headache Education Adaptation During the COVID-19 Pandemic: Impact on Undergraduate and Graduate Medical Education

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