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MedEdPORTAL. 2017 Apr 17;13:10570. doi: 10.15766/mep_2374-8265.10570.

A Video-Based Introductory EEG Curriculum for Neurology Residents and Other EEG Learners.

Author information

1
Assistant Professor and Residency Program Director, Department of Neurology, Yale School of Medicine.
2
Assistant Professor, Department of Neurology, Yale School of Medicine.
3
Epilepsy Fellowship Director, Department of Neurology, Yale School of Medicine.
4
Associate Director for Technology Services, Teaching and Learning Center, Yale School of Medicine.
5
Medical Student, Yale School of Medicine.
6
Associate Professor of Neuroscience, Yale School of Medicine.
7
Director of Medical Studies in Neurobiology, Yale School of Medicine.
8
Associate Dean for Curriculum, Yale School of Medicine.
9
Professor, Division of Neurology, Department of Medicine, Dalhousie University Faculty of Medicine.

Abstract

Introduction:

It is difficult to provide standardized formal education in EEG because of time limitations and the availability of expert teachers. Video-based miniature lectures are a useful way to standardize the foundational principles of EEG and support learning during EEG/epilepsy rotations.

Methods:

A curriculum of 10 EEG teaching videos was developed based on concepts outlined in the Accreditation Council for Graduate Medical Education Neurology Milestones. The videos were short (6-17 minutes) and made available to residents rotating through an EEG/epilepsy rotation in two neurology residency programs. Residents were instructed to review the videos and then apply their newly learned skills during EEG reading sessions. A survey about the process was completed at the end of the year.

Results:

Twenty-one residents participated in the curriculum, and 15 (71%) responded to the survey. Two-thirds of respondents (10/15) said that they watched all of the videos, and 87% (13/15) watched at least half of the videos. All of the respondents used the videos as introductions to EEG concepts, and approximately half of respondents returned to the videos as a refresher after the rotation was over. Nearly all respondents either agreed or strongly agreed that the curriculum was a useful component of the rotation and helped them to understand difficult concepts. All strongly agreed that they would recommend the curriculum to other residents.

Discussion:

A video-based approach to EEG teaching could complement existing curricula and ensure that learners have access to foundational miniature lectures when and where they need them.

KEYWORDS:

Electroencephalography; Flipped Classroom; Neurology; Residency; Video

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