The <scp>ILAE</scp> at 110—Reflections on the last decade

Wiebe, Samuel; Perucca, Emilio; Moshé, Solomon L.

doi:10.1002/epi4.12340

Cited by 2 publications

(2 citation statements)

References 11 publications

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“…Many online courses [18,28,31,41] are yet to be critiqued. Collaboration is essential to fill the gap by working together in educating the African continent and other LMICs in safe EEG practice [42]. In conclusion, we did not find an ideal curriculum but found similarities with key concepts taught that can be adapted, to design an ideal curriculum and teaching strategy that should be viable for both HICs and LMICs.…”

Section: Discussionmentioning

confidence: 69%

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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: Discussionmentioning

confidence: 69%

Section: Discussionmentioning

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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Roadmap for a competency‐based educational curriculum in epileptology: report of the Epilepsy Education Task Force of the International League Against Epilepsy

Blümcke

Arzimanoglou

Beniczky

et al. 2019

Epileptic Disorders

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Teaching competency in the diagnosis and clinical management of epilepsy is of utmost importance for the ILAE. To achieve this mission, the Task Force for Epilepsy Education (EpiEd) developed a competency‐based curriculum for epileptology, covering the spectrum of skills and knowledge for best medical practice. The curriculum encompasses seven domains, 42 competencies, and 124 learning objectives, divided into three levels: entry (Level 1), proficiency (Level 2), and advanced proficiency (Level 3). A survey of the currently existing ILAE‐endorsed teaching activities identified a significant gap in education of basic knowledge of epileptology (Level 1). To bridge this gap, a web‐based educational tool is being developed. A virtual campus will be constructed around the curriculum, integrating the various educational activities of the ILAE. This paper describes the development of the curriculum and future tasks necessary to achieve the educational goal of the ILAE.

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The ILAE at 110—Reflections on the last decade

Cited by 2 publications

References 11 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

Roadmap for a competency‐based educational curriculum in epileptology: report of the Epilepsy Education Task Force of the International League Against Epilepsy

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