Evaluating the Long-Term Retention of a Multidisciplinary Electroencephalography Instructional Model

Fahy, Brenda G.; Chau, Destiny F.; Ozrazgat‐Baslanti, Tezcan; Owen, Meriem Bensalem

doi:10.1213/ane.0000000000000095

Cited by 13 publications

(9 citation statements)

References 18 publications

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“…There was no difference in outcomes whether training was with an epileptologist [32, 33] or a neurophysiologist [18, 21‐27, 29, 30]. The face‐to‐face components included lectures and practical sessions [11, 18, 21‐23, 25, 26, 30, 33]. Those with podcasts consisted of two 10‐minute and 50‐minute recorded sessions [24, 27, 29].…”

Section: Resultsmentioning

confidence: 99%

“…For anaesthesiology and other cross-speciality clinician training, the Accreditation Council for Graduate Medical Education (ACGME) requires EEG monitoring experience to identify critical and clinically compromising rhythms (https://www.acgme.org). For the latter, the remaining 10 studies mostly addressed outcomes for anaesthesiology as well neurosurgery residents, medical students, critical care fellows (pulmonary and surgery) and intensive care unit (ICU) nurses [21][22][23][24][25][26][27][28][29][30]. Only one study was undertaken solely with paediatric residents who originated from LMICs [18].…”

Section: Populationmentioning

confidence: 99%

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Evaluation of EEG training curricula for non‐specialist clinicians: a systematic qualitative review

Kander¹,

Hardman

Wilmshurst

2021

Epileptic Disorders

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Objective. Neurologists and epileptologists are scarce in sub-Saharan Africa (SSA). Whilst electroencephalograms (EEGs) are becoming more available in the region, interpretation is typically undertaken by non-specialist clinicians with limited or no training. This is a systematic review of the peer-reviewed literature on EEG training of non-specialist clinicians worldwide, assessing the efficacy of the training methodology and the curricula content. Methods. The published literature was searched for papers relating to EEG training of non-specialist clinicians worldwide (1/01/1989-30/06/2020). All regions of the world were included and assessed for content on efficacy of curricula and potential adaptability or applicability to resource-poor settings. The grey literature was searched using ProQuest and Primo databases and references from review articles. The websites of the International League Against Epilepsy, International Federation of Clinical Neurophysiologist, American Academy of Neurology and World Federation of Neurology were reviewed for reports (non-peer reviewed) which described roll-out and impact of novel EEG training curricula. Results. There was limited data. From 2,613 articles, 15 complied with the study question. Ten studies were performed on cross-speciality clinicians, four on neurology registrars and one on a combination of healthcare workers. There was diversity of curricula models used. The studies themselves lacked consistency and directness. A few training programs were trialled in low-middle-income countries (LMICs) and paediatric training was included in only two. An ideal training curriculum was not evident nor evaluated for resource-poor settings. However, diverse teaching models were reported and set the foundations for further development of EEG training curricula for non-specialist clinicians. Significance. There is a lack of access to education in EEG training and interpretation for non-specialist clinicians in LMICs. Existing models need to be expanded or adapted and evaluated for this population group.

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Section: Resultsmentioning

confidence: 99%

Section: Populationmentioning

confidence: 99%

Evaluation of EEG training curricula for non‐specialist clinicians: a systematic qualitative review

Kander¹,

Hardman

Wilmshurst

2021

Epileptic Disorders

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“…This finding, combined with the present study’s finding that better simulator performance was associated with better EEG knowledge, provides support that this curriculum will positively contribute to patient care involving EEGs. Although we did not examine long-term retention in the present study, our research group’s previous work with other flipped-classroom models and EEG knowledge has shown that improvements in EEG knowledge were retained 12 months following the flipped-classroom EEG curriculum [ 16 ].…”

Section: Discussionmentioning

confidence: 99%

Impact of Simulation on Critical Care Fellows’ Electroencephalography Learning

Fahy¹,

Lampotang²,

Cibula³

et al. 2022

Cureus

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Introduction Continuous electroencephalography (EEG) is an important monitoring modality in the intensive care unit and a key skill for critical care fellows (CCFs) to learn. Our objective was to evaluate with CCFs an EEG educational curriculum on a web-based simulator. Methods This prospective cohort study was conducted at a major academic medical center in Florida. After Institutional Review Board approval, 13 CCFs from anesthesiology, surgery, and pulmonary medicine consented to take an EEG curriculum. A 25-item EEG assessment was completed at baseline, after 10 EEG interpretations with a neurophysiologist, and after 10 clinically relevant EEG-based simulations providing clinical EEG interpretation hints. A 50-minute tutorial podcast was viewed after the baseline assessment. Main assessment outcomes included multiple outcomes related to web-based simulator performance: percent of hints used, percent of first words on EEG interpretation correct, and percent hint-based EEG interpretation score correct, with higher scores indicating more correct answers. Participants completed a 25-item EEG assessment before (baseline) and after the web-based simulator. Results All 13 CCFs completed the curriculum. Between scenarios, there were differences in percent of hints used (F 9,108 = 11.7, p < 0.001), percent of first words correct (F 9,108 = 13.6, p < 0.001), and overall percent hint-based score (F 9,108 = 14.0, p < 0.001). Nonconvulsive status epilepticus had the lowest percent of hints used (15%) and the highest hint-based score (87%). Overall percent hint-based score (mean across all scenarios) was positively correlated with change in performance as the number of correct answers on the 25-item EEG assessment from before to after the web-based simulator activity (Spearman’s rho = 0.67, p = 0.023). Conclusions A self-paced EEG interpretation curriculum involving a flipped classroom and screen-based simulation each requiring less than an hour to complete significantly improved CCF scores on the EEG assessment compared to baseline.

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“…Limited published data demonstrate the educational value of increased EEG review in trainees who interpreted 20 vs 10 EEGs. 9 Due to institutional variability, it is difficult to compare resident performance across institutions-for example, the percentage of residents meeting level 4 EEG milestones by graduation across various programs. In our study, more than half of program directors (55%) reported that more than 80% of their residents meet level 4 EEG milestones upon graduation.…”

Section: Discussionmentioning

confidence: 99%

Education Research: Neurology Resident EEG Education

Nascimento

Gavvala

2021

Neurology

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Objective:To better understand the EEG education provided to adult neurology residents by surveying program directors (PDs) of adult neurology residency programs in the US.Methods:An online survey focused on characteristics of neurology residency programs and their EEG teaching systems was distributed to the 161 adult neurology residency PDs listed in the ACGME website at the time of the study.Results:Forty-seven (29%) out of the 161 PDs completed the survey – most of the participating programs (89%) were academic. The mean number of 1-month EEG rotation(s) required to graduate was 1.7 (range 0-4, median 1.75). EEG rotations involved the inpatient and outpatient setting in 91% and 70% of programs, respectively. The average number of EEGs read during a typical EEG rotation varied from more than 40, in about one-third of programs, to 0-10, in about 14% of programs. There was significant variability in the requirements for successful completion of EEG rotations, and most PDs (64%) reported not utilizing objective measures to assess EEG milestones. The most commonly used educational methods were didactics throughout the year (95%) and EEG teaching during EEG rotations (93%). The most commonly reported barriers to EEG education were insufficient EEG exposure (32%) and ineffective didactics (11%); possible solutions are summarized in table 1.Conclusion:Our study identified a lack of consistency in teaching and evaluating residents during residency and presented EEG education barriers alongside possible solutions. We encourage PDs across the country to re-evaluate their EEG teaching systems in order to optimize EEG education.

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Evaluating the Long-Term Retention of a Multidisciplinary Electroencephalography Instructional Model

Cited by 13 publications

References 18 publications

Evaluation of EEG training curricula for non‐specialist clinicians: a systematic qualitative review

Evaluation of EEG training curricula for non‐specialist clinicians: a systematic qualitative review

Impact of Simulation on Critical Care Fellows’ Electroencephalography Learning

Education Research: Neurology Resident EEG Education

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