Abstract Details

Title Updates on Neuro Day: An Innovative Educational Intervention Connecting Patients and Medical Trainees

Topic Education, Research, and Methodology

Presentation(s) S33 - Innovations in Medical Education (1:36 PM-1:48 PM)

Poster/Presentation
Number 004

Background Neurophobia is a barrier for medical trainees seeking out a future career in neurology. Using innovating strategies to strengthen interactions between patients and medical students may help to dispel misinformation about neurologic treatment options and patient outcomes and increase interest in pursuing a career in neurology.

Objective To provide early clinical exposure to neurologic diseases, create authentic patient-teacher experiences, and increase interest in studying neurology.

Design/Methods In this updated iteration of Neuro Day, a mock patient rounds was instituted for first-year medical students. Small groups of medical students rotated from room to room to complete ten different stations. Eight stations consisted of patients with real neurologic diseases in which the patients shared their personal experience with their disease followed by a neurology physician discussing the pathophysiology and highlighting clinically relevant exam findings. The remaining two stations allowed medical students to practice neurologic examination techniques. Students were surveyed before and after Neuro Day. Paired T-test was used for statistical analysis and thematic analysis was used for free response.

Results Following Neuro Day, there were several statistically significant results, including: 1) increased interest in pursuing neurology for residency (p=0.017); 2) improved perception of patient outcomes (p=0.0001) and treatment options (p=6.4*10^-12); 3) increased value placed on case discussions (p=0.027), clinical skills demonstrations (p=0.027), and patient encounters (p=1.16*10^-6) to teach neurology; 4) increased interest in studying neurology (p=0.003), increased comfort level with performing a neurologic exam (p=1.15*10^-6), and increased interest in pursuing neurology as a career (p=0.023). Thematic analysis revealed Neuro Day helped to reinforce course content, improved resiliency and burnout, and was recommended by medical students to be adapted for other medical school courses.

Conclusions This updated version of Neuro Day was well-received by medical students and continues to be a feasible teaching paradigm to increase interest in neurology.

Authors/Disclosures
Jessica Frey, MD (West Virginia University) PRESENTER	The institution of Dr. Frey has received research support from Tourette Association of America.
Brandon C. Neeley, MD (Vanderbilt University Medical Center)	Dr. Neeley has nothing to disclose.
Gabriella P. Casinelli, MD (WVU)	Dr. Casinelli has nothing to disclose.
Benjamin A. Paserba, MD (West Virginia University)	Dr. Paserba has nothing to disclose.
Delanie Talkington	No disclosure on file
Patrick Sheehan	No disclosure on file
Bruce Palmer (West Virginia University)	No disclosure on file
James Lewis (West Virginia University)	No disclosure on file
Amelia K. Adcock, MD (WVU School of Medicine, Dept. of Neurology)	The institution of an immediate family member of Dr. Adcock has received research support from NIH.
Eric J. Seachrist, MD (West Virginia University)	Dr. Seachrist has stock in Medtronic. Dr. Seachrist has stock in Pfizer. The institution of Dr. Seachrist has received research support from Bristol Myers Squibb. Dr. Seachrist has a non-compensated relationship as a Topic Group, QOD Committee, and Wellness Program Committee with American Academy of Neurology that is relevant to AAN interests or activities.
Ann Murray, MD (West Virginia Department of Neurology)	Dr. Murray has received personal compensation in the range of $500-$4,999 for serving as a Consultant for Insightec.
Gauri V. Pawar, MD, FAAN (West Virginia University)	Dr. Pawar has nothing to disclose.