Training in Neurology: Rapid implementation of cross-institutional neurology resident education in the time of COVID-19.

Neurology

From the Department of Neurology (D.J.W.), St. Louis University, MO; Division of Child Neurology (D.V.F.A.), Department of Pediatrics, Nationwide Children's Hospital, The Ohio State University, Columbus; Division of Pediatric Neurology (B.R.A.), Department of Neurology, St. Louis Children's Hospital, Washington University School of Medicine, MO; Department of Neurology, Boston Children's Hospital (M.E.B.-L.), and Department of Neurology, Brigham and Women's Hospital (T.A.M.), Harvard Medical School, Boston, MA; and Department of Neurological Sciences (D.B.), University of Nebraska Medical Sciences, Omaha.

Published: November 2020

In-person resident didactics are traditionally limited to the faculty within a single institution. Tele-education efforts have been implemented in neurology to various degrees historically, but the coronavirus disease 2019 (COVID-19) pandemic has necessitated a broad and immediate overhaul in neurology didactic training. To respond to the immediate need for resident didactics, we created a rapid onset, volunteer tele-education didactic series publicized on online forums to the American Academy of Neurology A.B. Baker Section via Synapse and the Women Neurologists Group via Facebook. We describe how, with just 1 week of lead time, we created an ongoing neurology lecture series featuring faculty from across the country lecturing on a diverse range of neurology topics. The series is ongoing and draws upwards of 120 residents per lecture. Tele-education offers unique benefits to enhance the education of all neurology trainees everywhere.

Download full-text PDF

Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7713733PMC
http://dx.doi.org/10.1212/WNL.0000000000010753DOI Listing

Publication Analysis

Top Keywords

resident didactics
8
neurology
7
training neurology
4
neurology rapid
4
rapid implementation
4
implementation cross-institutional
4
cross-institutional neurology
4
neurology resident
4
resident education
4
education time
4

Similar Publications

Introduction: Physicians are life-long learners and life-long educators. Through their entire careers, they educate patients, residents, medical students, and other health care professionals. There is currently no requirement for medical schools in the United States to provide courses in teaching or communication.

View Article and Find Full Text PDF

Background: Cardiovascular disease (CVD) is the leading cause of death in low- and middle-income countries such as Haiti. Our team has demonstrated in a pilot study the implementation of a virtual cardiology curriculum to address the deficit of cardiology education in Haiti among medicine residents.

Objectives: The objective of this study was to determine if cardiology education can be delivered nationwide in Haiti via a virtual platform with quantifiable improvement.

View Article and Find Full Text PDF

Access to diagnostic imaging is significantly limited in much of the world, and sub-Saharan Africa is no exception. Clinician-performed point-of-care ultrasound (POCUS) may provide increased access to diagnostic imaging for many patients in low-resource settings, but training in this modality is limited. We describe the development and implementation of a context-specific, multi-modal pilot POCUS curriculum involving hands-on instruction, in-person and online didactics, asynchronous online image review, and quantitative evaluation.

View Article and Find Full Text PDF

Objective: Orthopedic residents are tasked with rapidly acquiring clinical and surgical skills, especially during their PGY-1 year. However, resource constraints and other factors frequently cause skills training to fall short of established guidelines. We aimed to design and evaluate a cross-institutional, month-long curriculum aimed at pooling resources to optimize training.

View Article and Find Full Text PDF

Goal: Burnout, decreased professional fulfillment, and resultant attrition across the medical professions are increasingly recognized as threats to sustainable and cost-effective healthcare delivery. While the skill level of leaders as perceived by their direct reports has been correlated with rates of burnout and fulfillment, no studies, to our knowledge, have directly evaluated whether intervention via leadership training impacts burnout and fulfillment among direct reports. The goal of this study was to evaluate the effectiveness of a leadership training intervention on direct reports' perceptions of the leadership skills of supervising residents and subsequently on the well-being of the direct reports.

View Article and Find Full Text PDF

Want AI Summaries of new PubMed Abstracts delivered to your In-box?

Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!