Scoping Review: Innovations in Clinical Neurology Education

Abstract

Advances in adult learning theory and instructional technologies provide opportunities to improve neurology knowledge acquisition. This scoping review aimed to survey the emerging landscape of educational innovation in clinical neurology. With the assistance of a research librarian, we conducted a literature search on November 4, 2021, using the following databases: PubMed, Embase, Scopus, Cochrane Library, Education Resources Information Center, and PsycINFO. We included studies of innovative teaching methods for medical students through attending physician-level learners and excluded interventions for undergraduate students and established methods of teaching, as well as those published before 2010. Two authors independently reviewed all abstracts and full-text articles to determine inclusion. In the case of disagreement, a third author acted as arbiter. Study evaluation consisted of grading level of outcomes using the Kirkpatrick model, assessing for the presence of key components of education innovation literature, and applying an author-driven global innovation rating. Among 3,830 identified publications, 350 (175 full texts and 175 abstracts) studies were selected for analysis. Only 13 studies were included from 2010 to 2011, with 98 from 2020 to 2021. The most common innovations were simulation (142), eLearning, including web-based software and video-based learning (78), 3-dimensional modeling/printing (34), virtual/augmented reality (26) podcasts/smartphone applications/social media (24), team-based learning (17), flipped classroom (17), problem-based learning (10), and gamification (9). Ninety-eight (28.0%) articles included a study design with a comparison group, but only 23 of those randomized learners to an intervention. Most studies relied on Kirkpatrick Level 1 and 2 outcomes—the perceptions of training by learners and acquisition of knowledge. The sustainability of the innovation, transferability of the innovation to a new context, and the explanation of the novel nature of the innovations were some of the least represented features. We rated most innovations as only slightly innovative. There has been an explosion of reports on educational methods in clinical neurology over the last decade, especially in simulation and eLearning. Unfortunately, most reports lack adequate assessment of the validity and effect of the respective innovation's merits, as well as details regarding sustainability and transferability to new contexts.

An Issue on Innovation: What Makes Curricula Innovative and New Approaches to Neurology Education

“…While different journals have varying criteria for reporting an innovation, common features of a high-quality educational innovation have been defined. A recent scoping review defined 12 aspects of an educational innovation: (1) identifies a problem, (2) presents preliminary work, (3) explains what is novel, (4) presents a conceptual framework, (5) describes the implementation, (6) discusses how it was developed, (7) evaluates the innovation, (8) includes outcome data, (9) reflects on lessons learned, and (10-12) discusses sustainability, transferability, and influence on the field. 2 How are we doing in reporting high-quality innovations in neurology education?…”

“…2 How are we doing in reporting high-quality innovations in neurology education? In this issue, a scoping review by Zimmerman et al 3 addresses this topic by asking 2 specific scholarly questions: (1) what educational innovations are neurology educators using and (2) how truly innovative are these interventions? The authors reviewed 350 studies and found that the most common educational innovations in neurology were simulation, eLearning, 3-dimensional modeling, virtual reality, and social media studies.…”