Abstract Details

Title An Effective Tool for Teaching EEG Interpretation to Residents and Medical Students

Topic Epilepsy/Clinical Neurophysiology (EEG)

Presentation(s) P4 - Poster Session 4 (5:30 PM-6:30 PM)

Poster/Presentation
Number 6-019

Objective To study the effectiveness of online learning modules in teaching EEG interpretation to Neurology residents and medical students.

Background There is currently no standardized method of teaching EEG interpretation in residency programs. The current method of teaching EEG interpretation involves 1:1 EEG reading with epileptologists. We implemented an online EEG learning experience for neurology residents and medical students. Here, we investigated its efficacy in this target population.

Design/Methods We developed a series of 8 modules in Articulate PowerPoint which sequentially present a visual approach to EEG interpretation and introduction to concepts and terminology. Neurology residents and fourth-year medical students with interest in pursuing Neurology were provided access to these modules. The learners were asked to complete a pre-test before and a post-test after completion of the teaching modules. Pre- and post-tests contained 25 multiple choice questions regarding EEG screenshots, covering common EEG findings including abnormalities, normal variants, and artifacts. Learning was assessed based on performance on pre- and post-tests and qualitative feedback.

Results This study is ongoing, and complete results will be available by time of poster presentation. Although we anticipate 20-25 participants, at time of submission, 9 neurology residents (3 PGY-1, 2 PGY-2, 3 PGY-3, 1 PGY-4) and no medical students were included in this analysis. From our preliminary data, there is a mean score of 7.66/25 (30.6%; range=16-64%, SD 3.46) on the pre-test, with notable areas of weakness in identifying EEG abnormalities, specifically interictal generalized and ictal temporal transients.

Conclusions Our preliminary results reinforce the need for a targeted EEG learning experience. We anticipate that following completion of the teaching modules, there will be a mean improvement in scores on the post-test, thus demonstrating the effectiveness of EEG teaching modules in resident education. We hope our study can guide curricular efforts for other Neurology programs to optimize EEG learning in residency training.

Authors/Disclosures
Meghan Hubert, MD (OhioHealth Neurological Physicians) PRESENTER	No disclosure on file
Jacquelyne Kane, MD (Evicore healthcare)	No disclosure on file
	No disclosure on file
	No disclosure on file

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