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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.
Structured electroencephalography (EEG) courses improved neurology resident knowledge, with synchronous sessions showing effectiveness but limited reach. Asynchronous EEG learning is accessible but has low completion rates, requiring future improvements for broader impact.
Area of Science:
- Medical Education
- Neurology
- Electroencephalography (EEG)
Background:
- Neurology residents require structured Electroencephalography (EEG) education.
- The American Epilepsy Society (AES) developed synchronous and asynchronous EEG courses to meet this need.
Purpose of the Study:
- To enhance resident EEG learning and interest through improved curricula.
- To ensure broad accessibility and high utilization of EEG educational resources.
Main Methods:
- Developed synchronous (mini-lectures, interactive activities, quizzes) and asynchronous (self-directed modules, quizzes, assessment tool) EEG curricula.
- Evaluated courses via post-course surveys, pre/posttest data analysis, and asynchronous user data.
Main Results:
- Synchronous courses (56 residents) showed high satisfaction (4.6-5.0) and improved knowledge (60% to 75% median score increase, p < 0.001).
- Asynchronous curriculum had over 2,300 initial learners, but only 164 completed all sections; completers found it effective.
- Synchronous course effectiveness is evident but attendance is limited; asynchronous course has low completion rates.
Conclusions:
- AES EEG courses offer valuable learning opportunities beyond institutional offerings.
- Synchronous courses are effective but limited in scope; asynchronous courses need strategies to increase completion and impact.
- Future plans include expanding synchronous courses and guiding asynchronous learners to enhance educational reach and effectiveness.
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