Curriculum Innovation: How Effective Is a Telementoring Virtual Epilepsy Curriculum in Postgraduate Medical...

Epilepsy is a complex neurologic disorder requiring specialized knowledge for effective management. Poorly controlled seizures have a significant effect on people with epilepsy and health care systems. Project Extension for Community Healthcare Outcomes (ECHOs) is a telementoring model designed to extend specialized care through virtual teaching. This study aims to evaluate the effectiveness of an interinstitutional Project ECHO-based epilepsy curriculum on the knowledge (Kirkpatrick level 2) and self-assessed effect on practice (Kirkpatrick levels 3) of neurology trainees in Canada.

This randomized controlled trial included neurology trainees across Canada enrolled in Royal College of Physicians and Surgeons-accredited programs during the 2024 and 2025 academic year. Participants were recruited through program directors and resident site leads. Consenting participants were randomized using computer-generated random numbers into 2 groups. The intervention consisted of ten 1-hour weekly sessions through Zoom, including didactic presentations and case-based discussions. The curriculum was built based on the Methodology of Thomas and Kern of curriculum development. The primary outcome was improvement in objective knowledge, measured by a 30 multiple-choice quiz. Secondary outcomes included self-perceived confidence and effect on clinical practice, assessed through precourse and postcourse surveys.

A total of 19 participants were included in the study, with 11 in the control group and 8 in the intervention group. The intervention group achieved significantly higher quiz scores (mean score 83.3%, SD = 8) compared with the control group (mean score 64.5%, SD = 4.3), with a mean difference between groups of 18.8 percentage points (p = 0.004, 95% CI 6.9-30.6), corresponding to a difference of 1.3 standard deviations. Postcourse surveys indicated high satisfaction with the educational program, with 88.9% agreeing or strongly agreeing that participation was worthwhile. Significant improvements were noted in self-perceived knowledge and confidence in assessing candidacy for nonmedication treatments.

This study demonstrates the efficacy of the interinstitutional Project ECHO-based epilepsy curriculum in enhancing knowledge and self-assessed effect on practice among neurology trainees. The positive outcomes provide valuable insights into the effectiveness and feasibility of interinstitutional interactive virtual learning platforms in postgraduate medical education. Future research should explore expanding this program to other health care providers who manage epilepsy.