Abstract Details

Title Online Modules Support a Neurology Resident Teleneurology Curriculum - Pilot Data

Topic Education, Research, and Methodology

Presentation(s) P11 - Poster Session 11 (11:45 AM-12:45 PM)

Poster/Presentation
Number 7-004

Background Teleneurology training for residents lags behind widespread assimilation of telemedicine into neurological clinical practice, creating an educational gap. With the support of an ABPN Faculty Innovation in Education Award, we created a blended telemedicine curriculum consisting of self-directed online learning modules, simulations, and focused didactics interspersed into our neurology residency educational program. We highlight our experience using e-modules to familiarize trainees with the technical principles of using a telemedicine platform.

Objective Demonstrate feasibility of utilizing online modules (e-module) to disseminate targeted telemedicine education for neurology residents.

Design/Methods An e-module focusing on technologic competence in navigating a telemedicine platform was created on our institutional learning management system (Canvas). PGY-3 adult neurology residents were instructed to complete the e-module prior to using the technology in a telemedicine simulation. Residents were trained to use the InTouch telemedicine platform using the company’s Demo sites.

Results Out of ten PGY-3s, 60% completed the e-module prior to the simulation. 20% experienced technologic issues during e-module completion but were able to troubleshoot these with minimal faculty guidance. 40% residents left e-module either partially or totally incomplete, citing lack of time and technologic issues with the telemedicine platform. During the simulation, 100% of residents with completed e-modules triaged standardized patients correctly and 83% integrated at least one feature of the telemedicine platform (Pan-Zoom, NIHSS cards). Of those with incomplete modules, 50% residents were able to triage the SP correctly and integrate technologic competence into the simulation.

Conclusions E-modules can be used as an indirect assessment of learner familiarity and engagement in telemedicine. Based on resident performance and feedback, we transitioned asynchronous e-module completion into synchronous “boot camp” activities during formal lecture time, allowing for experiential earning and real-time troubleshooting. Future directions include evaluation of data from e-module with other foci for use with other neurology resident cohorts from our ongoing study.

Authors/Disclosures
Shivika Chandra, MD, FAAN (University of Texas Health Science Center at Houston) PRESENTER	The institution of Dr. Chandra has received research support from American Board of Psychiatry and Neurology Faculty Innovation in Education Award.
Alicia Zha, MD (The Ohio State University Wexner Medical Center)	Dr. Zha has nothing to disclose.
Rohini D. Samudralwar, MD (The University of Pennsylvania)	Dr. Samudralwar has received personal compensation in the range of $500-$4,999 for serving on a Scientific Advisory or Data Safety Monitoring board for EMD Serono. Dr. Samudralwar has received personal compensation in the range of $500-$4,999 for serving as a Speaker with Multiple Sclerosis Association of America.
Amanda Jagolino-Cole, MD, FAAN (University of Texas Health Science Center At Houston)	Dr. Jagolino-Cole has received personal compensation in the range of $500-$4,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for American Academy of Neurology - Neurology Clinical Practice Journal. . The institution of Dr. Jagolino-Cole has received research support from McGovern Medical School at the University of Texas Health Science Center at Houston.