Mustafa Rafid, Braksick Sherri A, Cutsforth-Gregory Jeremy K, Burkholder David B, Flanagan Eoin P, Graff-Radford Jonathan, Boes Christopher J, Leep Hunderfund Andrea N, Jones Lyell K, Coon Elizabeth A
From the Department of Neurology, Mayo Clinic, Rochester, MN.
Neurol Educ. 2024 Nov 27;3(4):e200175. doi: 10.1212/NE9.0000000000200175. eCollection 2024 Dec.
Neurology residents serve as frontline teachers for junior trainees but often lack formal training in medical education. We developed a novel longitudinal curriculum to enhance the teaching skills and educational leadership of residents interested in pursuing careers as clinician-educators.
We developed and piloted a Neurology Clinician-Educator Program (NCEP) with the following goals: (1) improve resident satisfaction with opportunities to develop teaching skills, (2) improve resident satisfaction with opportunities to transition into a clinician-educator role after training, and (3) enhance resident teaching skills using evidence-based strategies. The NCEP was implemented on an optional basis for senior neurology residents at a single academic institution and applied through a thematic framework centered around experiential learning theory. The program involved 2 immersive 3-week experiences including both didactic and application formats. These sessions were integrated through the implementation of capstone education projects, facilitating the translation of theoretical knowledge acquired from the NCEP into real-world practice. Satisfaction with opportunities to develop clinician-educator skills was measured through preimplementation and postimplementation surveys distributed to the entire residency cohort while participant progression of educator skills was measured through faculty-guided self-assessment of the Accreditation Council for Graduate Medical Education (ACGME) Clinician Educator Milestones framework.
Eight residents completed the 2-year NCEP in its initial iteration. Residents throughout the entire residency program (response rate 24/27 before implementation and 25/27 after implementation) reported significantly higher satisfaction with opportunities to develop teaching skills (64% after implementation vs 33% before implementation, = 0.032) and with opportunities to transition into a clinician-educator role following training (68% after implementation vs 29% before implementation, = 0.007) after implementation of the NCEP. Among the 8 residents who completed the NCEP, faculty-guided self-assessment improved significantly ( < 0.05) in 14 of 20 ACGME Clinician Educator Milestone domains.
This study demonstrates the successful implementation of a novel curriculum for neurology residents interested in becoming clinician-educators. The NCEP was well received by participants, resulted in improved satisfaction with opportunities to develop clinician-educator skills, increased learning of education concepts and skills, and resulted in behavioral change reflected in various capstone education projects.
神经内科住院医师是初级学员的一线教师，但往往缺乏医学教育方面的正规培训。我们开发了一种全新的纵向课程，以提高有志于成为临床教育工作者的住院医师的教学技能和教育领导力。
我们开发并试点了神经内科临床教育工作者项目（NCEP），其目标如下：（1）提高住院医师对教学技能培养机会的满意度；（2）提高住院医师对培训后转型为临床教育工作者角色机会的满意度；（3）运用循证策略提高住院医师的教学技能。NCEP在一所学术机构面向神经内科高年级住院医师以选修形式实施，并通过围绕体验式学习理论的主题框架来应用。该项目包括2次为期3周的沉浸式体验，涵盖理论教学和实践应用形式。这些课程通过实施顶点教育项目进行整合，促进将从NCEP获得的理论知识转化为实际应用。通过向整个住院医师群体发放实施前和实施后的调查问卷来衡量对临床教育工作者技能培养机会的满意度，而通过教师指导的研究生医学教育认证委员会（ACGME）临床教育工作者里程碑框架的自我评估来衡量教育工作者技能的参与进展情况。
8名住院医师在首次迭代中完成了为期2年的NCEP。整个住院医师项目的住院医师（实施前回复率为24/27，实施后为25/27）报告称，在实施NCEP后，对教学技能培养机会的满意度显著提高（实施后为64%，实施前为33%，P = 0.032），对培训后转型为临床教育工作者角色机会的满意度也显著提高（实施后为68%，实施前为29%，P = 0.007）。在完成NCEP的8名住院医师中，在20个ACGME临床教育工作者里程碑领域中的14个领域，教师指导的自我评估有显著改善（P < 0.05）。
本研究表明，为有志于成为临床教育工作者的神经内科住院医师成功实施了一种全新课程。NCEP受到参与者的好评，提高了对临床教育工作者技能培养机会的满意度，增加了教育概念和技能的学习，并在各种顶点教育项目中体现了行为改变。
