Introducing the Neurology Milestones

Lewis, Steven L.; Józefowicz, Ralph F.; Kilgore, Shannon; Dhand, Amar; Edgar, Laura

doi:10.4300/jgme-06-01s1-34

Cited by 36 publications

(40 citation statements)

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“…Increasing exposure to headache obviously requires a commensurate reduction in another perhaps equally important disease specific area. 13 Resident proficiency in recognizing and treating headaches, one of the 11 domains assessed by the milestones, is now assessed consistently throughout residency. For example, a formalized credentialing process for headache procedures may be one way to directly increase headache education without necessarily increasing didactic time.…”

Section: Resultsmentioning

confidence: 99%

Headache Education in Adult Neurology Residency: A Survey of Program Directors and Chief Residents

Ahmed

Faulkner

2016

Headache

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Despite a modest increase in headache didactics in neurology residency programs over the last decade, many program directors and chief residents report that their programs do not include what they believe to be adequate educational experiences in headache. Although the overwhelming majority of neurology residency programs reported that residents were adequately prepared to diagnose and treat headache disorders, about a fourth of programs still felt the need to increase the amount of didactic and clinical exposure dedicated toward the management of headache disorders.

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Section: Resultsmentioning

confidence: 99%

Headache Education in Adult Neurology Residency: A Survey of Program Directors and Chief Residents

Ahmed

Faulkner

2016

Headache

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“…This latter point may be especially important for the 25% of respondents who will ultimately work in general neurology, of whom 81% reported plans for a fellowship first. Therefore, while curriculum changes may raise the bar for procedural exposure and competency, like the Neurology Milestones by the Neurology Residency Review Committee of the ACGME (Accreditation Council for Graduate Medical Education), 7 their effect on postresidency training may be tempered by external incentives.…”

Section: Neuroepidemiologymentioning

confidence: 99%

Education Research: Neurology resident education

et al. 2016

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Objective: To survey US-trained graduating neurology residents who are American Academy of Neurology members, in an effort to trend perceived quality and completeness of graduate neurology education.Methods: An electronic survey was sent to all American Academy of Neurology members graduating from US neurology residency programs in the Spring of 2014.Results: Of 805 eligible respondents, 24% completed the survey. Ninety-three percent of adult neurology residents and 56% of child neurology residents reported plans to pursue fellowship training after residency. Respondents reported a desire for additional training in neurocritical care, neuro-oncology, neuromuscular diseases, botulinum toxin injection, and nerve blocks. There remains a clear deficit in business training of neurology residents, although there was notable improvement in knowledge of coding and office management compared to previous surveys.Discussion: Although there are still areas of perceived weakness in neurology training, graduating neurology residents feel generally well prepared for their chosen careers. However, most still pursue fellowship training for reasons that are little understood. In addition to certain subspecialties and procedures, practice management remains deficient in neurology training and is a point of future insecurity for most residents. Future curriculum changes should consider resident-reported gaps in knowledge, with careful consideration of improving business training. Neurology ® 2016;86:e112-e117 Graduate medical education is a constantly changing landscape built on the optimization of resident education, experience, and workload. In neurology, defining the best resident curriculum is challenged by a particularly rapid expansion of knowledge and shifting accreditation requirements. Among other tools for monitoring the state of neurology residency training in the United States, the American Academy of Neurology (AAN) surveys neurology residency program directors to evaluate national curriculum structure, effects of duty hour restrictions, and trends in recruitment and matching of residents. [1][2][3][4] To understand trainee perceptions of neurology education, the AAN routinely surveys US-trained, AAN-member adult and child neurology residents. 5,6 Previous resident surveys offered key insights into relative gaps in didactic curriculum, including basic neuroscience and business management, as well as resident perceptions of inadequate exposure to certain procedures and subspecialties.Herein, we present the third survey of graduating AAN-member adult and child neurology residents in the United States, performed in an effort to longitudinally measure the structure and quality of graduate neurology education. In addition, delving further into previously noted deficiencies, much focus is given to procedural skills, diagnostic test interpretation, subspecialty exposure, practice preparation, and precise aspects of business training.METHODS The survey instrument, presented in supplemental data on the Neurology ® We...

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“…Communication skills are an integral component of the neurology residency milestones, which are used to measure the educational efficacy of neurology training programs. 8 Patient assessments and 360-degree evaluations have been incorporated to provide documentation support of communication skills training assessment in neurology trainees. 7 Gaps in current training and opportunities for growth have been recently identified in neurology trainees' understanding of communication and palliative care principles.…”

Section: Communication Education In Neurologymentioning

confidence: 99%

“…and interpersonal skills competency, they outline a stepwise process for introducing the student to clinical communication, with a progression from standardized patients and role-playing exercises to supervised patient discussions of increasing level of difficulty (figure). For neurology residents, communication skills are a core competency of training 8 ; however, formal curricula in communication skills have not been widely described. Discussing neurologic prognosis in a way that can help families and patients make decisions about their health may be a particularly important area to target.…”

Section: Communication Education In Neurologymentioning

confidence: 99%