Results of the American Academy of Neurology Resident Survey

Freeman, William D.; Nolte, C. M.; Matthews, Brandy R.; Coleman, Mary; Corboy, John R.

doi:10.1212/wnl.0b013e318212a871

Cited by 21 publications

(21 citation statements)

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“…4,5,7,8 Overall, neurology residents are generally satisfied with their faculty and their training. This positive response is consistent over time.…”

Section: Resultsmentioning

confidence: 94%

“…2 The previous authors noted the addition of a basic science curriculum at the AAN annual meeting to address this deficiency. 5 This course is well attended, but has not impacted residents' perceptions of their basic science preparation. There are ongoing efforts to make this curriculum available in a Web-based format for national use.…”

Section: Resultsmentioning

confidence: 99%

“…The 2008 AAN Resident Survey represented one of the largest efforts to date to assess neurology resident education. 5 Residents assessed the impact of duty hour restrictions, faculty and curriculum quality, and attitudes regarding fellowship training and made specific recommendations based on those data. The current survey assesses the effect of those recommendations and the quality of neurology resident education as perceived by trainees.…”

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confidence: 99%

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Education Research: Neurology training reassessed

et al. 2012

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Objective: To assess the strengths and weaknesses of neurology resident education using survey methodology.Methods: A 27-question survey was sent to all neurology residents completing residency training in the United States in 2011.Results: Of eligible respondents, 49.8% of residents returned the survey. Most residents believed previously instituted duty hour restrictions had a positive impact on resident quality of life without impacting patient care. Most residents rated their faculty and clinical didactics favorably. However, many residents reported suboptimal preparation in basic neuroscience and practice management issues. Most residents (71%) noted that the Residency In-service Training Examination (RITE) assisted in self-study. A minority of residents (14%) reported that the RITE scores were used for reasons other than self-study. The vast majority (86%) of residents will enter fellowship training following residency and were satisfied with the fellowship offers they received. Conclusions:Graduating residents had largely favorable neurology training experiences. Several common deficiencies include education in basic neuroscience and clinical practice management. Importantly, prior changes to duty hours did not negatively affect the resident perception of neurology residency training. Neurology There have been dramatic changes in neurology residency training.1 The Accreditation Council for Graduate Medical Education (ACGME) instituted duty hours, restricting residents to 80 hours/week in 2003 with at least 1 day off per week and 12 hours in between shifts.2 These duty hours were further refined in 2011 with the restriction of postgraduate year-1 shift lengths to less than 16 hours and graduated supervision of middle and senior residents.3 Residents are also challenged by increased clinical productivity demands. Despite the restricted timeline for training, residents must develop the necessary skills to become proficient in neurology.The Graduate Education Subcommittee (GES) has been charged by the Workforce Task Force of the American Academy of Neurology (AAN) to evaluate the training residents receive by using a survey every 3 years. 4 This process allows the AAN to receive feedback regarding the quality of the training process and identify deficiencies. The 2008 AAN Resident Survey represented one of the largest efforts to date to assess neurology resident education. 5 Residents assessed the impact of duty hour restrictions, faculty and curriculum quality, and attitudes regarding fellowship training and made specific recommendations based on those data. The current survey assesses the effect of those recommendations and the quality of neurology resident education as perceived by trainees.

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“…4,5,7,8 Overall, neurology residents are generally satisfied with their faculty and their training. This positive response is consistent over time.…”

Section: Resultsmentioning

confidence: 94%

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

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Education Research: Neurology training reassessed

et al. 2012

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“…The CNRF regularly surveys its constituents in order to determine trends in the field of neurology, as well as to gain perspective on what issues are of greatest importance to improve residency and fellowship training. 4,5 Currently, in response to feedback from their graduating residents in the third triannual survey, they are focusing on a "national noon conference" in collaboration with the AAN's Graduate Education Subcommittee to better prepare trainees for the business of medicine.…”

Section: Voice Of Young Neurologists Around the Worldmentioning

confidence: 99%

Voice of young neurologists around the world

Rakuša

Struhal

Gak³

et al. 2016

Neurology

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“…1,2 More than 60% of neurology residents report that their fellowship choice is attributable to a mentor. 3 Upon transitioning to junior faculty, physicians who have mentors are more likely to obtain competitive grants, to publish, and to be promoted. 1,2,4 Mentoring is considered a part of the "Professionalism" core competency defined by the Accreditation Council for Graduate Medical Education (ACGME).…”

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confidence: 99%

Opinion & Special Articles: Mentoring in neurology

Lee

Marsh

2014

Neurology

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Effective academic mentoring significantly affects a physician's choice of career, academic productivity, and professional trajectory. The mentoring relationship is necessary for the continued success of medical training. It is critical to cultivate a climate in which mentoring can thrive. In order to improve the quality and outcomes of mentoring, we must adopt a comprehensive plan. There are interventions at every level of training that will ensure that the current cohort of neurologists receives the requisite expertise needed to flourish and inspire future trainees. Professional organizations must articulate a comprehensive vision of mentoring. Institutions must create an infrastructure to support mentors. Mentors should work in active partnerships with their mentees to forge sustained, productive relationships. Mentees must actively contribute to their own mentoring. Proper mentorship will ensure a bright future for academic neurology.Neurology ® 2014;82:e85-e88

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Results of the American Academy of Neurology Resident Survey

Abstract: Background:To assess the effect of neurology residency education as trainees advance into

Cited by 21 publications

References 9 publications

Education Research: Neurology training reassessed

Education Research: Neurology training reassessed

Voice of young neurologists around the world

Opinion & Special Articles: Mentoring in neurology

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