Department of Neurology, Baylor College of Medicine, Houston, Texas, USA.
School of Medicine, Pontificia Universidade Católica do Paraná, Curitiba, Paraná, Brazil.
Epileptic Disord. 2022 Apr 1;24(2):397-403. doi: 10.1684/epd.2021.1408.
To investigate (i) the short-term effectiveness of a series of traditional didactic EEG lectures for an adult neurology resident cohort and (ii) whether the educational benefit of such lectures correlates with residents' prior formal EEG exposure. We evaluated the short-term effectiveness of traditional lectures by testing residents' EEG knowledge before and after a series of four EEG lectures given by epilepsy attending physicians. The EEG test consisted of both normal (27) and abnormal (10) EEG questions. Only residents who performed the test before (pre-test) and after (post-test) and attended at least two lectures were included. Residents were divided based on whether they had at least one EEG rotation during or prior to the study (Group A) or not (Group B). Twelve residents met the inclusion criteria: two PGY1 (one-year postgraduate), four PGY2, one PGY3, and five PGY4 residents. One of these residents did not complete the abnormal EEG section of the tests. The time interval between both tests ranged from 40 to 75 days. The overall score (mean±SEM) for the normal (n=12) EEG section was 47±6.1% (pre-test) and 58±5.5% (post-test) (p=0.0168). The overall score for the abnormal (n=11) EEG section was 48±7.2% (pre-test) and 62±8.6% (post-test) (p=0.0396). Group A (n=6) pre- and post-test scores were 53±6.7% and 72±4.6%, respectively (p=0.0008). Group B (n=5) pre- and post-test scores were 42±11.4% and 48±11.7%, respectively (p=0.3777). A condensed series of four EEG lectures given by epilepsy attending physicians generated a statistically significant increase in EEG knowledge among adult neurology residents who already had some degree of formal in-residency EEG exposure. Standard EEG lectures may be an invaluable tool in resident EEG education. It would be advisable to ensure that residents undergo hands-on EEG exposure through formal rotations either prior to or during standard lectures in order to generate maximal educational benefits via this teaching avenue.
(i)调查一系列传统的脑电图讲座对成年神经科住院医师的短期效果,以及(ii)这种讲座的教育收益是否与住院医师之前的正式脑电图接触相关。
我们通过测试住院医师在癫痫主治医生进行的一系列四场脑电图讲座前后的脑电图知识来评估传统讲座的短期效果。脑电图测试包括正常(27 个)和异常(10 个)脑电图问题。只有进行过测试的住院医师(预测试)和测试后(后测试)并且至少参加了两次讲座才被纳入。根据他们是否在研究期间或之前有过至少一次脑电图旋转(A 组)或没有(B 组),将住院医师分为两组。共有 12 名住院医师符合纳入标准:2 名 PGY1(一年后)、4 名 PGY2、1 名 PGY3 和 5 名 PGY4 住院医师。其中一名住院医师没有完成脑电图测试的异常部分。两次测试之间的时间间隔为 40 至 75 天。正常脑电图部分(n=12)的总得分(平均值±SEM)为 47±6.1%(预测试)和 58±5.5%(后测试)(p=0.0168)。异常脑电图部分(n=11)的总得分分别为 48±7.2%(预测试)和 62±8.6%(后测试)(p=0.0396)。A 组(n=6)预测试和后测试的得分分别为 53±6.7%和 72±4.6%(p=0.0008)。B 组(n=5)预测试和后测试的得分分别为 42±11.4%和 48±11.7%(p=0.3777)。由癫痫主治医生讲授的一系列四场浓缩脑电图讲座使已经有一定程度的住院内脑电图接触的成年神经科住院医师的脑电图知识有了统计学上的显著提高。标准脑电图讲座可能是住院医师脑电图教育的宝贵工具。建议确保住院医师通过正式的轮转获得实际的脑电图接触,无论是在标准讲座之前还是期间,以便通过这条教学途径获得最大的教育收益。