Education Research: Learning to Prognosticate: An Educational Needs Assessment with Senior Child Neurology Residents

Area of Science:

• Pediatric Neurology
• Medical Education
• Qualitative Research

Background:

• Pediatric neuroprognostication is complex, with limited understanding of how child neurology residents acquire these skills.
• Current educational methods lack pediatric-specific focus on prognosis communication.

Purpose of the Study:

• To explore how graduating child neurology residents conceptualize pediatric neuroprognostication.
• To describe residents' educational experiences and identify gaps in learning prognosis.

Main Methods:

• Qualitative study involving semistructured virtual interviews with 15 senior child neurology residents.
• Analysis used a constructivist grounded theory approach with member checking.
• Findings mapped to Kern's six-step model for curriculum development.

Main Results:

• Residents learn neuroprognostication mainly via observation and clinical practice; mentorship is valued but less available.
• Key themes include conceptualizing prognosis content, educational contributors (modeling, autonomy), perceived efficacy, and identified educational gaps.
• Needs assessment highlighted opportunities for structured debriefing, feedback, and coaching.

Conclusions:

• Identified gaps point to needs for structured feedback, coaching, simulation, and pediatric disease-specific/ethical content.
• Findings support developing targeted neuroprognostication curricula for child neurology residents.
• Future research should consider educator perspectives.