Scalable Innovation in Medical Education: A Multi-tiered Approach to Collaborative Digital Content Creation
Ashley Paul1, Nana Boakye Agyeman Badu2, Natalie Vallejo1, Rachel Marie Salas1, Doris Leung3, Tao Le4, Tamara Kaplan5
1Johns Hopkins University, 2Medical University of South Carolina, 3Kennedy Krieger Institute, 4University of Louisville, 5Brigham and Women'S Hospital
Objective:
To evaluate the feasibility, educational impact, and global scalability of NeuroBricks, a library of peer-reviewed, case-based neurology modules developed through a multi-tiered mentorship model between two medical schools.
Background:
As medical education increasingly shifts toward digital and asynchronous formats, learners often rely on online materials that vary widely in quality, clinical relevance, and accessibility. NeuroBricks was created to provide open-access, clinically focused modules that strengthen diagnostic reasoning, promote equity in learning, and lessen faculty workload. The initiative uses a collaborative mentorship network where students, residents, and faculty jointly create and review content, fostering mentorship, scholarly growth, and sustainability in curriculum design.
Design/Methods:
A retrospective mixed-methods study analyzed anonymous survey data from neurology clerkship students (January 2023–June 2025). NeuroBricks were required at one institution and optional at another. Quantitative items assessed satisfaction and perceived gains in clinical reasoning; qualitative responses underwent inductive thematic analysis. Separate surveys of module developers explored mentorship experiences and professional development. Platform analytics summarized international reach and engagement.
Results:
Among 343 participants (323 required, 20 optional), mean satisfaction with pilot modules ranged from 4.08–4.11 on a 5-point scale. Of 71 students evaluating the expanded 13-module library, 76.1% reported improved recognition of neurological symptoms, 67.6% improved interpretation of abnormal findings, and 73.2% greater preparedness for patient encounters. Most preferred asynchronous learning (69%) and found interactive features engaging (67.6%). At the optional-use site, 85% were likely to recommend the resource. Among 13 contributors surveyed, nearly all described the development process as rewarding, citing gains in mentorship, teaching skill, and sense of academic community. Platform analytics showed participation from 817 students and 114 faculty representing 108 medical schools in 34 countries.
Conclusions:
NeuroBricks demonstrates a scalable, globally accessible model for creating peer-reviewed digital neurology content through layered mentorship, effectively enhancing learner engagement, educational scholarship, and curricular sustainability.
Disclaimer: Abstracts were not reviewed by Neurology® and do not reflect the views of Neurology® editors or staff.