To evaluate the early implementation, perceived feasibility, and educational benefit of a Neurology Residency Education Track.

Education tracks enhance teaching effectiveness and career preparedness, yet few neurology residencies offer them due to limited faculty, resources, and time. While prior studies show educational benefits, feasibility and perceived value remain under-explored. We evaluated early feedback from residents and faculty participating in the new Neurology Education Track featuring structured didactics, mentored capstone projects and hands-on teaching experiences.

Surveys were distributed to residents, both enrolled and not enrolled in the track, and participating faculty. Demographics, career aspirations, teaching self-efficacy, and perceptions of structure and feasibility were measured using a 5-point Likert scale. Barriers to participation and recommendations for improvement were also recorded. Quantitative responses were summarized using averages and percentages, while open-ended comments were reviewed to identify recurring themes and improvement areas.

Response rates were 86% for enrolled residents (6/7), 71% for non-enrolled residents (5/7), and 63% for faculty (5/8). All enrolled and 40% of non-enrolled residents expressed interest in a clinician-educator pathway. Enrolled residents rated the track highly for structure, feasibility, and mentorship (4.5–5.0/5.0), showing strong teaching adaptability, but needs assessment was identified as an area of growth. Non-enrolled residents reported similar teaching comfort (≈4.0/5.0) and viewed the track favorably (5.0/5.0), despite non-participation with time and clinical demands cited as barriers. Faculty showed high confidence across domains (4.6–4.8/5.0), including feasibility, educational growth, career development, and program impact. Across all groups, earlier and more predictable didactic scheduling was the main recommendation.

The Neurology Education Track was well-received by residents and faculty, demonstrating strong feasibility, mentorship, and educational benefit. Time constraints remained the main participation barrier, highlighting the need for earlier, structured scheduling. Early outcomes support the track’s role in strengthening clinician-educator training, with ongoing evaluation needed to assess sustainability and broader applicability across programs.