Feasibility of a Condensed EEG Curriculum Using a Procedural Based Learning Model.

Area of Science:

• Medical Education
• Neurology Training
• Procedural Skill Acquisition

Background:

• Neurology residency programs face time constraints limiting essential electroencephalography (EEG) training.
• Residents often report discomfort with EEG interpretation, a core neurological skill.
• Procedural learning models may enhance the efficacy and efficiency of EEG education.

Purpose of the Study:

• To apply the Fitts-Posner procedural model to develop and assess a condensed EEG curriculum for neurology residents.
• To evaluate the feasibility and efficacy of this novel EEG educational approach.
• To identify key barriers and resident-valued components in EEG training.

Main Methods:

• A curriculum incorporating asynchronous didactics, EEG reading/staffing, and report writing was designed.
• The curriculum was integrated into adult (2-week) and child (4-week) neurology epilepsy rotations.
• EEG interpretation knowledge and confidence were assessed pre-rotation, post-rotation, and at a 3-month follow-up.

Main Results:

• Ninety percent of residents completed the curriculum, identifying practical EEG reading and report writing as crucial.
• EEG knowledge and confidence significantly increased post-rotation and were retained at 3 months, though slightly decreased from immediate post-rotation levels.
• Child neurology residents reported higher confidence than adult residents, potentially due to longer rotation duration.

Conclusions:

• A condensed EEG curriculum based on procedural learning improved resident confidence and knowledge, with some retention at 3 months.
• The findings underscore the need for ongoing reinforcement activities to sustain EEG interpretation skills.
• Integrating practical components like EEG reading and report writing, alongside efficient asynchronous didactics, is vital for effective neurology education.