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Curriculum Innovation: Design and Implementation of Synchronous and Asynchronous Curricula to Enhance Residents' EEG
Andres Fernandez1, Jeremy J Moeller1, Dana B Harrar1
1From the Department of Neurology (A.F.), Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, PA; Department of Neurology (J.J.M.), Yale School of Medicine, New Haven, CT; Department of Neurology (D.B.H.), Children's National Medical Center, Washington, DC; Department of Neurology (R.M.G.), Washington University School of Medicine and St. Louis Childrens Hospital, MO; Department of Neurology (J.P.), University of Pennsylvania, Philadelphia; Minnesota Epilepsy Group, P.A. (N.A., K.S.), Roseville, MN; Division of Pediatric Neurology (J.M.C.), Connecticut Childrens, University of Connecticut School of Medicine, Hartford, CT; American Epilepsy Society (A.K.), Chicago, IL; Department of Neurology (F.A.L.), Zucker School of Medicine at Hofstra/Northwell, Great Neck, NY; and Department of Neurology (D.J.W.), St. Louis University, MO.
Introduction And Problem Statement:
There is a need for structured EEG education opportunities to enhance neurology resident education. To address this need, the American Epilepsy Society (AES) supported the development and implementation of both synchronous and asynchronous EEG courses.
Objectives:
To produce EEG curricula that enhance resident EEG learning, increase interest in EEG and improve participants' knowledge, and to ensure that courses were highly used and available to the broadest range of learners.
Methods And Curriculum Description:
A multi-institutional group of EEG educators developed both courses. The synchronous curriculum consisted of a mixture of brief "mini-lectures" and interactive small group activities with self-assessment quizzes at the start and end of the course. The online asynchronous EEG curriculum consisted of self-directed slide sets, multiple-choice self-assessment quizzes and a structured EEG self-assessment tool. Courses were evaluated using postcourse surveys, analysis of pretest and posttest data, and analysis of user data from the asynchronous curriculum.
Results And Assessment Data:
Between 2019 and 2021, 56 residents participated in the synchronous EEG courses. On the resident survey, mean Likert scores for course design, planning, and learning outcomes ranged from 4.6 to 5.0 for the in-person courses and from 3.9 to 4.5 for the virtual course. On the 24-item pretests and posttests, overall median scores increased from 60% (14.5/24) to 75% (18/24; p < 0.001). More than 2,300 learners completed the first submodule of the asynchronous curriculum, but only 164 completed all sections. Most of those who completed the asynchronous curriculum reported that it was effective and appropriate for resident-level learning.
Discussion And Lessons Learned:
The AES EEG courses provide EEG learning opportunities for neurology residents beyond what is available at their home institutions. There is evidence for the effectiveness of the synchronous course, but the scope is limited to a small number of attendees. The asynchronous curriculum is more broadly available, but very few learners completed all elements. Future steps will include expansion of the in-person synchronous course and providing guidance to learners about the core and optional components of the asynchronous curriculum to increase the impact of both educational offerings.
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