Neurology Education for Critical Care Fellows Using High-Fidelity Simulation

Abstract

Simulation is an effective means of neurologic education for critical care trainees, with improvement in both medical knowledge and trainee confidence after completion of a three-scenario simulation experience. This course ensures the exposure of critical care trainees to neurologic diseases that are required curricular milestones to successfully complete the fellowship training program.

A Future for Simulation in Acute Neurology

“…Neurointensive care unit simulation requires not only problem identification, assessment of targeted learners, 16 clear definition of goals, objectives, and educational strategy but also evaluation and feedback. It is our expectation that simulation will result in changed physician behaviors.…”

New Media, Technology and Neurology Education

“…NeuroLearn-online education courses offered by the American Academy of Neurology, with continuing medical education credits available 15 Computer-based teaching modules Neurological Exam Rehearsal Virtual Environmentcomputer-based virtual patient system to teach cranial nerve disorders to medical students 16 Electromyography multimodality module for residents and fellows, for independent study or to complement live training 18 Classroom/e-learning hybrids Flipped curricula Electroencephalopathy video-based lectures to complement live teaching in residency 19 Electroencephalopathy podcasts to complement live teaching in residency 21,22 Adjunctive tools external to classroom teaching High-fidelity simulations Simulations in acute stroke and status epilepticus for 3rd and 4th years medical students 23 Simulations in emergency neurology and critical care for fellows 25 Simulation in brain death determination 26 Adjunctive tools internal to classroom teaching…”

“…10,11 The wide variety of technology-assisted interventions in neurology education has been summarized previously. 12 These can be placed on a spectrum based on their relationship to traditional teaching methods, ranging from fully independent computer-based curricula as in massive open online courses (MOOC), 13,14 continuing education online curricula 15 or computer-based teaching modules; [16][17][18] classroom/e-learning hybrids as in the flipped model; [19][20][21][22] adjunctive tools external to classroom teaching as in highfidelity simulations; [23][24][25][26] adjunctive tools internal to classroom teaching as in audience response systems; 27 to adjunctive tools independent of classroom teaching as in web- 28 or mobile-based applications 29,30 (►Table 1). Due to the diversity of applications, it is difficult to establish general principles for using technology in medical education, especially to address the challenges described.…”

“…However, it may be possible to identify "minimum" standards that can be adopted by the general front line educator, which is the goal of this article. We do this by examining the commonalities of several technological applications that have stood out for high impact to neurology education, including computer-assisted learning in UME and CME, 16,21,22 high-fidelity simulation in GME, [23][24][25][26] and flipped neurology curricula in UME and CME. 33,34 Based on these exemplary neurology educational endeavors, we suggest the following recommendations for applying technology effectively to medical education in general: (1) match technology to predetermined educational objectives, (2) characterize learners in relationship to technology, (3) optimize how technological components fit into the learning environment, (4) monitor and manage learner engagement with technology, (5) perform cost analyses, and (6) explore opportunities for educational scholarship and research (►Table 2).…”

Acute neurology simulation training

“…Doctors such as anaesthetists4 and neurologists5 have used simulation but it has not previously been applied to acute neurology in a multiprofessional setting. We believe that this is where the strength of this method of learning lies.…”