Muhib Khan1, Oana Dumitrascu2, Courtney Hrdlicka2, Gyanendra Kumar2, Josephine Huang4, Sherri Braksick1, Elizabeth Coon1, Christopher Kramer4, Jeff Williams3, Robert Brown1
1Neurology, Mayo Clinic, Rochester, MN, 2Neurology, Mayo Clinic, AZ, 3Mayo Clinic, AZ, 4Neurology, Mayo Clinic, FL
Objective:
We implemented an academic multi-site curriculum to develop skills in transcranial Doppler and carotid ultrasound performance and interpretation. We hypothesized that a hybrid (virtual and in-person) curriculum integrating learner-centered didactics will lead to increased neurology learner confidence and competence.
Background:
The Accreditation Council for Graduate Medical Education (ACGME) requirements for neurology residency, vascular neurology and neurocritical care fellowships include training in neurosonology. However, recent surveys of neurology training programs in United States and Canada highlighted the limited exposure and competency of trainees in neurosonology. Few neurology training programs have structured neurosonology curriculum and didactics.
Design/Methods:
In 2024-2025 academic year, neurology learners (neurology residents, neurocritical care and vascular neurology fellows) from all Mayo Clinic training sites participated in the neurosonology course, including 10 live sessions. Sessions were delivered via zoom by neurosonology-certified faculty across the training sites, were recorded and made available to learners with associated learning content on the online learning platform. Learners completed a pre-course and post-course knowledge quiz and survey. Paired t-test was used to measure change in knowledge assessment scores and survey responses within the group.
Results:
A total of 24 learners participated in the course and 7 (29%) completed both the pre- and post-course knowledge assessment and survey. Knowledge assessment scores (range 0-55) improved from pre-course (Mean 30.4±8.8) to post-course (Mean 42.1±7.5; p = 0.024; 95% CI: 2.19-21.23). Confidence in performance and interpretation of neurosonological testing significantly increased from pre- to post-course (4.5% vs 71% confident; p = 0.014). The learner feedback will be incorporated in the subsequent academic year course.
Conclusions:
Our hybrid multi-site neurosonology course is an effective educational platform for teaching basic performance and interpretation skills to neurology learners. The course leverages online learning platform and allows for asynchronous learning, accommodating time zones and clinical care responsibilities.
Disclaimer: Abstracts were not reviewed by Neurology® and do not reflect the views of Neurology® editors or staff.