Elke Schipani1, Lyell Jones1, Rafid Mustafa1, Elizabeth Coon1, Kelsey Smith1
1Neurology, Mayo Clinic
Objective:
We sought to design, implement, and evaluate a subspecialty-based flipped classroom curriculum addressing sex- and gender-based neurology concepts for trainees. We assessed baseline knowledge and confidence managing neurologic disease through the lens of sex and gender, as well as knowledge outcomes after curriculum implementation.
Background:
Although sex and gender differences manifest in neurologic disease incidence, presentation, progression, and treatment response, formal neurology training curricula seldom include structured content on these topics.
Design/Methods:
We developed a module-based curriculum for neurology trainees at a single academic institution comprising pre-recorded lectures and small group, case-based discussion sessions led by subspecialty faculty. Topics spanned multiple neurology domains. Trainees had the option to complete a baseline survey as well as pre- and post-lecture quizzes. Matched pre-post quiz pairs at the individual level were analyzed using a Wilcoxon signed-rank test.
Results:
Baseline survey responses revealed little familiarity with sex/gender neurology content among trainees: just 25.8% of respondents felt at least somewhat confident explaining sex differences and the effects of hormones on common neurologic conditions. A minority of respondents felt at least somewhat confident explaining how gender bias (30.5%), puberty (23.2%), pregnancy/labor and delivery (26.3%), and hormonal changes in aging (36.7%) affect common neurologic conditions. Across modules, pre-lecture quiz scores averaged 64.3% correct (SD 26.4, n = 54). Post-lecture quiz scores improved by a mean of 18.8 percentage points to 83.1% (SD 20.4, n = 41). Across 40 matched pre-post quiz pairs, mean scores increased by 20 points (p < 0.001).
Conclusions:
Understanding the role of sex and gender in neurologic disease is critical to providing comprehensive neurologic care. A flipped-classroom curriculum on sex and gender in neurology is associated with significant knowledge gains among trainees. This model may be adapted by other neurology programs to fill a training gap in sex and gender concepts.
Disclaimer: Abstracts were not reviewed by Neurology® and do not reflect the views of Neurology® editors or staff.