2025 American Academy of Neurology Abstract Website

Objective:

To design, deliver and assess the effectiveness of a series of micro-learning structured teaching sessions with associated worksheets.

Background:

We have a growing appreciation for multimodal educational offerings in neurology medical education. There is evidence to suggest that “scaffolded” worksheets can be effective learning tools and can serve as building blocks for problem based learning. During a session, the student is presented with a structured worksheet with partially missing components and challenged by the instructor to fill in the blanks.

Design/Methods:

Four scaffolded lessons were developed (ischemic stroke, brain imaging, intracranial hemorrhage, and seizures). A 3-question quiz was administered pre-, immediately post- and 2-weeks post- lesson. Data collection and statistical analysis are ongoing.

Results:

Currently, 20 students enrolled in the study and 46 sessions were conducted. Interim results gathered from 46 pre-lesson and 41 immediately post-lesson entries demonstrate a improvement of students average pre-lesson score (1.37/3, SD=0.94) and post-lesson score (2.75/3, SD=0.54). Average lesson satisfaction was 4.55/5 (SD=1.0). Of the 31 students who consented to be contacted for the two-week post-lesson scores, 19 took the quiz and their average score remained higher than the pre-test score (2.42/3, SD=0.67).

Conclusions:

Initial student participation and satisfaction scores indicate that students are enjoying the lessons and comparison of pre- and post-lesson scores indicate the material is effective, further analysis is ongoing. Scaffolded worksheets may serve as an adjunctive tool for micro-learning on the wards during Neurology clerkship.