Training in Neurology: Resident Perception of the Utility and Applicability of Global Neurology Morning Reports

Abstract

Interest in global health is increasing among neurology residents. However, funding, time, and, recently, COVID-19 travel restrictions, remain barriers to widespread participation. To meet this need, we instituted virtual global neurology morning reports with the objectives of (1) improving knowledge about neurological diseases common in sub-Saharan Africa; and (2) developing clinical reasoning skills through consideration of diagnostic and therapeutic limitations in resource-limited settings. Interactive case-based sessions were presented from Zambia via videoconference by a Johns Hopkins faculty member or Zambian neurology trainee. An anonymous cross-sectional survey was conducted among Johns Hopkins neurology residents. Of eligible participants, 69% (n=30) completed the survey, 66% of whom were female, and 33% reported prior in-person global health experience. While most participants did not anticipate a career in global health, the majority (85%) reported that exposure to global health was important. All but one participant (96%) reported satisfaction with the global neurology morning reports, with 100% reporting they were useful to their clinical knowledge and 86% reporting they were useful to their clinical practice. All respondents felt morning reports should continue, and 69% ranked the educational value of the experience in the top quartile of the residency curriculum. Resident satisfaction with and perceived utility of global neurology morning reports were high even though the majority did not plan to pursue global neurology opportunities as part of their career. Remote learning opportunities may increase interest in global health among neurology residents.

Neurology Education in 2035

“…There is a substantial risk of “unwarranted variation” in educational experiences, which could amplify practice patterns that are not optimized for the best patient care. 21 There is more to clinical education than a list of milestones, EPAs, or subcompetencies, and we think it is unlikely that time-based training requirements will be abandoned. However, there are likely to be increasing expectations on programs to document how they are using the training time and assessment systems to prepare graduates to practice in a variety of clinical settings.…”

“…[18][19][20] Technologic tools have also allowed for broader engagement in global neurology education through virtual shared learning experiences. 21 For many learners, the process of dissemination of information has moved online. [22][23][24] There is an increasing awareness of the parallel curriculum involving self-directed and asynchronous learning opportunities so that learners engage with learning resources at times that are optimal for them.…”