Scoping Review: Innovations in Clinical Neurology Education.

Autor:	Zimmerman WD; From the Department of Neurology (W.D.Z., M.B.P., M.M., P.H.J., N.A.M.), University of Maryland School of Medicine; Program in Trauma (W.D.Z., M.B.P., M.M., N.A.M.), R Adams Cowley Shock Trauma Hospital; Health Sciences and Human Services Library (E.F.G.), University of Maryland; and Department of Neurology (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD., Pergakis MB; From the Department of Neurology (W.D.Z., M.B.P., M.M., P.H.J., N.A.M.), University of Maryland School of Medicine; Program in Trauma (W.D.Z., M.B.P., M.M., N.A.M.), R Adams Cowley Shock Trauma Hospital; Health Sciences and Human Services Library (E.F.G.), University of Maryland; and Department of Neurology (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD., Gorman EF; From the Department of Neurology (W.D.Z., M.B.P., M.M., P.H.J., N.A.M.), University of Maryland School of Medicine; Program in Trauma (W.D.Z., M.B.P., M.M., N.A.M.), R Adams Cowley Shock Trauma Hospital; Health Sciences and Human Services Library (E.F.G.), University of Maryland; and Department of Neurology (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD., Motta M; From the Department of Neurology (W.D.Z., M.B.P., M.M., P.H.J., N.A.M.), University of Maryland School of Medicine; Program in Trauma (W.D.Z., M.B.P., M.M., N.A.M.), R Adams Cowley Shock Trauma Hospital; Health Sciences and Human Services Library (E.F.G.), University of Maryland; and Department of Neurology (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD., Jin PH; From the Department of Neurology (W.D.Z., M.B.P., M.M., P.H.J., N.A.M.), University of Maryland School of Medicine; Program in Trauma (W.D.Z., M.B.P., M.M., N.A.M.), R Adams Cowley Shock Trauma Hospital; Health Sciences and Human Services Library (E.F.G.), University of Maryland; and Department of Neurology (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD., Salas RME; From the Department of Neurology (W.D.Z., M.B.P., M.M., P.H.J., N.A.M.), University of Maryland School of Medicine; Program in Trauma (W.D.Z., M.B.P., M.M., N.A.M.), R Adams Cowley Shock Trauma Hospital; Health Sciences and Human Services Library (E.F.G.), University of Maryland; and Department of Neurology (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD., Morris NA; From the Department of Neurology (W.D.Z., M.B.P., M.M., P.H.J., N.A.M.), University of Maryland School of Medicine; Program in Trauma (W.D.Z., M.B.P., M.M., N.A.M.), R Adams Cowley Shock Trauma Hospital; Health Sciences and Human Services Library (E.F.G.), University of Maryland; and Department of Neurology (R.M.E.S.), Johns Hopkins School of Medicine, Baltimore, MD.
Jazyk:	angličtina
Zdroj:	Neurology. Education [Neurol Educ] 2023 Feb 21; Vol. 2 (1), pp. e200048. Date of Electronic Publication: 2023 Feb 21 (Print Publication: 2023).
DOI:	10.1212/NE9.0000000000200048
Abstrakt:	Advances in adult learning theory and instructional technologies provide opportunities to improve neurology knowledge acquisition. This scoping review aimed to survey the emerging landscape of educational innovation in clinical neurology. With the assistance of a research librarian, we conducted a literature search on November 4, 2021, using the following databases: PubMed, Embase, Scopus, Cochrane Library, Education Resources Information Center, and PsycINFO. We included studies of innovative teaching methods for medical students through attending physician-level learners and excluded interventions for undergraduate students and established methods of teaching, as well as those published before 2010. Two authors independently reviewed all abstracts and full-text articles to determine inclusion. In the case of disagreement, a third author acted as arbiter. Study evaluation consisted of grading level of outcomes using the Kirkpatrick model, assessing for the presence of key components of education innovation literature, and applying an author-driven global innovation rating. Among 3,830 identified publications, 350 (175 full texts and 175 abstracts) studies were selected for analysis. Only 13 studies were included from 2010 to 2011, with 98 from 2020 to 2021. The most common innovations were simulation (142), eLearning, including web-based software and video-based learning (78), 3-dimensional modeling/printing (34), virtual/augmented reality (26) podcasts/smartphone applications/social media (24), team-based learning (17), flipped classroom (17), problem-based learning (10), and gamification (9). Ninety-eight (28.0%) articles included a study design with a comparison group, but only 23 of those randomized learners to an intervention. Most studies relied on Kirkpatrick Level 1 and 2 outcomes-the perceptions of training by learners and acquisition of knowledge. The sustainability of the innovation, transferability of the innovation to a new context, and the explanation of the novel nature of the innovations were some of the least represented features. We rated most innovations as only slightly innovative. There has been an explosion of reports on educational methods in clinical neurology over the last decade, especially in simulation and eLearning. Unfortunately, most reports lack adequate assessment of the validity and effect of the respective innovation's merits, as well as details regarding sustainability and transferability to new contexts. Competing Interests: N.A. Morris reports receiving the Faculty Innovation in Education Award from the American Board of Psychiatry and Neurology from 2018 to 2019. Go to Neurology.org/NE for full disclosures. (© 2023 American Academy of Neurology.)
Databáze:	MEDLINE
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