EEG education in Brazil: a national survey of adult neurology residents

Lourenço, Elora Sampaio; Kowacs, Dora Pedroso; Gavvala, Jay R.; Kowacs, Pedro André; Nascimento, Fábio A.

doi:10.1590/0004-282x-anp-2021-0150

Cited by 7 publications

(2 citation statements)

References 9 publications

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“…Nonetheless, almost all adult psychiatrists (7 out 8) responded yes. Though data coming from published surveys demonstrate insufficient exposure time to EEG during their formation, [15][16][17][18] at least neurology residents spend more time reading EEGs than psychiatry trainees. Thus, this could explain in part our results.…”

Section: Discussionmentioning

confidence: 99%

Acceptability by End-users of a Standardized Structured Format for Reporting EEG

Guerrero-Aranda¹,

Friman-Guillen²,

González-Garrido

2022

Clin EEG Neurosci

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The report of the electroencephalogram (EEG) results has traditionally been made using free-text formats with a huge variation in descriptions due to several factors. Recently, the International Federation of Clinical Neurophysiology (IFCN) endorsed the use of the Standardized Computer-based Organized Reporting of EEG (SCORE). This system has many advantages, but only some concerns have been investigated so far. This study aimed to assess the end-users acceptability of this proposed EEG report format. A 16-item electronic survey was sent to physicians who use EEG services of a medical diagnosis clinic. Physicians had been receiving the EEG reports in free-text formats from the same three board-certified electroencephalographers for the past three years. In January 2019, the report changed to the SCORE format. The survey assessed five main topics: physician information and historical use of EEG; personal preferences; comparative aspects of the formats; impact of the new format on clinical decision-making; and satisfaction. Thirty-two of 52 have responded to the survey (61%). On average, 81% of the responders have received enough reports with the new format to reliably complete the survey. Every responder prefers the standardized compared to the free-text format. Twenty-five responders like the inclusion of the head model, and interestingly, five suggest including another legend to differentiate “slow activity” from “other abnormal activity”. Virtually all responders would recommend the new format, but one-third read only the conclusion. Our findings suggest high acceptability of this standardized report format. Despite the limitations of this study, we hope these findings contribute to the improvement and expansion of standardized EEG reporting systems.

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Section: Discussionmentioning

confidence: 99%

Acceptability by End-users of a Standardized Structured Format for Reporting EEG

Guerrero-Aranda¹,

Friman-Guillen²,

González-Garrido

2022

Clin EEG Neurosci

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“…Despite neurology residents’ high motivation to learn EEG [7, 8], both their level of confidence in interpreting EEG independently [7‐10] and their objective knowledge of EEG [8] are far from optimal. In a survey of USA adult neurology residencies, program directors reported that this educational gap is a result of insufficient EEG exposure and ineffective didactics [11].…”

Section: Normal Findings Artifacts Normal Variants Abnormal Findingsmentioning

confidence: 99%

Competency‐based EEG education: a list of “must‐know” EEG findings for adult and child neurology residents

Nascimento¹,

Jin²,

Strowd³

et al. 2022

Epileptic Disorders

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The competency-based model has been guiding medical education on an international level over the last decades [1]. This model is learner-centered and has mastery of specific knowledge and skills as its unit of progression [2]. In the realm of electroencephalography (EEG), there have been continued efforts to ensure that residents have the competence to accurately and reliably interpret EEGs by the time they complete residency training. Achieving this goal is imperative, especially in countries where EEGs are typically read by neurologists without clinical neurophysiology or epilepsy fellowship training [3,4], due to the deleterious consequences of EEG misinterpretation and epilepsy misdiagnosis [3]. In an attempt to define minimum EEG competency milestones, we herein propose a prioritized list of routine EEG findings that all adult and child neurology residents should be able to identify and interpret on completion of training. Resident EEG education is guided by well-formulated milestones proposed by organizations such as the Accreditation Council for Graduate Medical Education (ACGME) [5] and International League Against Epilepsy (ILAE) [6]. These milestones, however, are not meant to be used to determine whether a trainee is competent to graduate; additionally, the milestones do not specify particular EEG findings that should be mastered by trainees. For example, the ACGME EEG Level 3 milestone encapsulates recognition of "common EEG abnormalities"; these "abnormalities", nonetheless, are not specified. We surveyed a group of EEG/epilepsy experts to delineate a list of routine EEG findings rated by their clinical yield for adult and child neurology resident education. The authors (FN, JJ, MBW, SB) designed an online survey (see supplementary material) in which a comprehensive set of adult and pediatric routine EEG findings were listed under four major sections: normal findings, artifacts, normal variants, and abnormal findings. Neonatal EEG findings were not included. EEG/epilepsy experts were asked to rate each EEG finding on a 5-point Likert rating scale (1 = "not

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The online educational tool “Roadmap to EEGs” significantly improved trainee performance in recognizing EEG patterns

Sheikh,

Katyal,

Hadjinicolaou

et al. 2024

Epileptic Disorders

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ObjectiveWe created a framework to assess the competency‐based EEG curriculum, outlined by the International League Against Epilepsy (ILAE) through a video‐based online educational resource (“Roadmap to EEGs”) and assessed its effectiveness and feasibility in improving trainees' knowledge.MethodsTen video‐based e‐learning modules addressed seven key topics in EEG and epileptology (normal EEG, normal variants, EEG artifacts, interictal epileptiform discharges (IED), focal seizures, idiopathic generalized epilepsy (IGE), and developmental and epileptic encephalopathies (DEE)). We posted the educational videos on YouTube for free access. Pre‐ and post‐tests, each comprising 20 multiple‐choice questions, were distributed to institution leadership and advertised on social media platforms to reach a global audience. The tests were administered online to assess the participants' knowledge. Pre‐ and post‐test questions showed different EEG samples to avoid memorization and immediate recall. After completing the post‐test, participants were asked to respond to 7 additional questions assessing their confidence levels and recommendations for improvement.ResultsA total of 52 complete and matched pre‐ and post‐test responses were collected. The probability of a correct response was 73% before teaching (95% CI: 70%–77%) and 81% after teaching (95% CI: 78%–84%). The odds of a correct response increased significantly by 59% (95% CI: 28%–98%, p < .001). For participants having >4 weeks of EEG training, the probability of a correct response was 76% (95% CI: .72–.79) and 81% after teaching (95% CI: .78–.84). The odds of answering correctly increased by 44% (95% CI: 15%–80%, p = .001). Participants felt completely confident in independently interpreting and identifying EEG findings after completing the teaching modules (17.1% before vs. 37.8% after, p‐value < .0001). 86.5% of participants expressed a high likelihood of recommending the module to other trainees.SignificanceThe video‐based online educational resource allows participants to acquire foundational knowledge in EEG/epilepsy, and participants to review previously learned EEG/epilepsy information.

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EEG education in Brazil: a national survey of adult neurology residents

Cited by 7 publications

References 9 publications

Acceptability by End-users of a Standardized Structured Format for Reporting EEG

Acceptability by End-users of a Standardized Structured Format for Reporting EEG

Competency‐based EEG education: a list of “must‐know” EEG findings for adult and child neurology residents

The online educational tool “Roadmap to EEGs” significantly improved trainee performance in recognizing EEG patterns

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