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Consensus Competencies for Postgraduate Fellowship Training in Global Neurology
Nicoline Schiess1, Violet Kulo1, Pria Anand1
1From the Department of Neurology (N.S., A.-C.L.M., D.R.S.), Johns Hopkins University School of Medicine; Department of Health Professions Education (V.K.), University of Maryland, Baltimore, MD; Department of Neurology (P.A., A.C.-A.), Boston University and Boston Medical Center, MA; Department of Child Neurology (D.R.B.), University of Rochester Medical Center, NY; Department of Educational Psychology (D.R.B.), University of Zambia, Lusaka; Department of Neurology (A.L.B., F.C.C.), University of California, San Francisco; Department of Neurology (G.L.B., M.K.), University of Rochester Medical Center, NY; University of Zambia School of Medicine (G.L.B., M.K., O.K.S.), Lusaka; SEARCH (P.C.), Institute of HIV Research and Innovation, Bangkok, Thailand; University Teaching Hospital (L.C.C., D.R.S.), Lusaka, Zambia; Hospital Dr. Sótero del Río (I.E.), Clínica Las Condes, Santiago, Chile; Instituto de Investigaciones Biomédicas (A.F.), Universidad Nacional Autónoma de México; Instituto Nacional de Neurología y Neurocirugía (A.F.), Secretaria de Salud, Mexico City, Mexico; Department of Paediatrics and Neonatology (A.K.), B.J. Government Medical College, Pune, India; Department of Neurology (F.J.M., A.A.M.), Massachusetts General Hospital, Boston; Department of Internal Medicine (A.A.M.), Mbarara University of Science and Technology, Uganda; Department of Neurology (C.B.O.C.), Mayo Clinic Arizona, Scottsdale; Department of Medicine (A.O.), College of Medicine, University of Ibadan, Nigeria; Department of Child Neurology (A.A.P.), Boston Children's Hospital, MA; Department of Neurology (M.R.), University of Pennsylvania Perelman School of Medicine, Philadelphia; Department of Neurology (O.K.S.), Beth Israel Deaconess Medical Center, Boston, MA; Department of Neurology (S.S.), Yale School of Medicine, New Haven, CT; Department of Internal Medicine (S.A.T.), Johns Hopkins Bayview Medical Center, Baltimore, MD; Department of Neurology (K.T.T.), Columbia University Medical Center, New York, NY; Department of Neurology (N.V.), Stanford University Medical School, Palo Alto, CA; and Department of Neurology (J.Z.), University of Washington School of Medicine, Seattle.
A modified Delphi approach defined 47 global neurology competencies for advanced training. This framework will guide the development and evaluation of future global neurology programs and trainees.
Area of Science:
- Neurology
- Global Health
- Medical Education
Background:
- Developing specialized training for neurologists in global health is crucial.
- Existing global health curricula require adaptation for neurology-specific advanced training.
Purpose of the Study:
- To establish a core set of competencies for neurologists undertaking advanced global neurology training.
- To create a foundational framework for global neurology education and assessment.
Main Methods:
- A modified Delphi approach involving 19 US-based neurologists and 7 LMIC neurologists was employed.
- Expert consensus was achieved through multiple survey rounds, discussions, and feedback from international experts.
- Competencies were refined based on feasibility and local implementation considerations in LMICs.
Main Results:
- A framework of 47 competencies across 8 domains was developed.
- Key domains include cultural context, clinical skills, team-based practice, partnerships, ethics, care approach, community health, and healthcare systems.
- The competencies address the unique needs of global neurology practice.
Conclusions:
- The finalized competencies provide a robust foundation for global neurology training programs.
- This framework can guide the evaluation of trainees and inform the development of similar programs in other medical specialties.
- It supports the expansion of neurologists trained in global neurology from high-income countries.
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