The impact of an interdisciplinary electroencephalogram educational initiative for critical care trainees

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

doi:10.1016/j.jcrc.2014.06.012

Cited by 11 publications

(5 citation statements)

References 26 publications

(29 reference statements)

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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%

“…The results showed that in 10 of the studies, a neurophysiologist undertook the main teaching, in two an epileptologist and in three the teacher was not stated. 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].…”

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%

“…Fahy et al [21,22,26] and Chau et al [23,26] in three and two studies, respectively, used the same curriculum; two reports did not include the curriculum content and the remaining eight reports had a variety of content subjects noted but none were complete or comprehensive (e.g. syllabus for clinical EEG) [34].…”

Section: Interventions: Curriculamentioning

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: Resultsmentioning

confidence: 99%

Section: Populationmentioning

confidence: 99%

Section: Interventions: Curriculamentioning

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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“…The actual curriculum began with participants watching a 50-minute EEG podcast, which covered the basics of EEG as described previously [ 12 ]. It included technological and monitoring aspects of EEG, normal awake and sleep patterns, and EEG patterns that are important to recognize clinically (e.g., status epilepticus).…”

Section: Methodsmentioning

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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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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The impact of an interdisciplinary electroencephalogram educational initiative for critical care trainees

Cited by 11 publications

References 26 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

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

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