Abstract Details

Title Resident-driven strategies to improve the educational experience of teleneurology

Topic Research Methodology, Education, and History

Presentation(s) Research Methodology and Education Posters (7:00 AM-5:00 PM)

Poster/Presentation
Number 027

Background Although at least one neurology residency program in the country established infrastructure for teleneurology before the COVID-19 pandemic, there is little in the literature describing strategies to integrate teleneurology into a neurology residency program. Recent publications have highlighted the challenges of maintaining an educational outpatient neurology experience during the pandemic. We believe residents are integral to addressing the educational challenges of teleneurology.

Objective To explore resident-specific challenges related to the rapid implementation of teleneurology and describe resident-driven initiatives to enhance the educational value of teleneurology during a pandemic.

Design/Methods We identified resident-specific challenges related to teleneurology through a resident-led quality improvement conference, a focus group, surveys, and informal feedback. Based on the identified resident-specific challenges, we developed targeted interventions.

Results Key themes that emerged from our needs assessment included (1) lack of preparedness for virtual visits and (2) multiple shortcomings of the educational experience given lack of bedside teaching and limited feedback. We designed and implemented interventions including: (1) establishing a resident-faculty collaborative working group, (2) creating a teleneurology workshop and toolkit, (3) defining educational objectives and guidelines, and (4) developing teleneurology training for incoming residents. In our retro-pre/post webinar survey with a five-point Likert scale of comfort, the majority of respondents shifted from one of the two lowest answer choices (extremely or somewhat uncomfortable) with teleneurology exam skills before the webinar to the second highest answer choice (somewhat comfortable) after the webinar.

Conclusions Residents can be leaders in identifying educational gaps related to teleneurology and rapidly implementing effective solutions during the pandemic. We hope that our experience encourages neurology residents at other programs to play an active role in designing their teleneurology educational experience.

Authors/Disclosures
Jessica P. Ng, MD PRESENTER	Dr. Ng has nothing to disclose.
Jingjing Chen, MD, MBA (Sutter Roseville Medical Center)	Dr. Chen has nothing to disclose.
Monica M. Liu	Ms. Liu has nothing to disclose.
Laurice T. Yang, MD, MHA	The institution of Dr. Yang has received research support from Alzheimer's Disease Research Center (ADRC). The institution of Dr. Yang has received research support from Pacific Northwest Udall Center . The institution of Dr. Yang has received research support from Biogen/Parkinson's Study Group . The institution of Dr. Yang has received research support from Eli Lily . The institution of Dr. Yang has received research support from Michael J. Fox Foundation For Parkinson's Research . The institution of Dr. Yang has received research support from Sanofi . Dr. Yang has received personal compensation in the range of $500-$4,999 for serving as a Chair, Workgroup with American Academy of Neurology .
Rebecca K. Miller-Kuhlmann, MD (Stanford University Hospitals and Clinics)	Dr. Miller-Kuhlmann has nothing to disclose.
Jessica Falco-Walter, MD (Stanford University)	Dr. Falco-Walter has nothing to disclose.
Carl A. Gold, MD (Stanford University)	Dr. Gold has received personal compensation for serving as an employee of Stanford University. An immediate family member of Dr. Gold has received personal compensation for serving as an employee of Stanford University.