Objective:

To evaluate genetics education across U.S. neurology residency programs and assess the impact of a pilot curriculum on resident confidence and application of genetic testing.

Background:

Advances in neurogenetics have made interpretation of genetic data, patient counseling, and integration of precision medicine core competencies for neurologists. Despite this, formal genetics training in neurology residencies is inconsistent, leaving many trainees underprepared for clinical practice.

Design/Methods:

We conducted a national survey of neurology program directors (PDs) to assess the structure and satisfaction with genetics education in residency programs. At a single institution, residents completed pre- and post-session surveys surrounding a 2.5-hour genetics education session. The session, led by a genetics counselor and neurogenetics-trained neurologists, covered test indications, patient counseling, result interpretation, and practical logistics. Resident surveys evaluated confidence in clinical application and satisfaction with the education experience, rated on 5-point Likert scales. Pre- and post-session responses were compared using independent-sample t-tests.

Results:

Among 22 PD respondents (11% of U.S. programs), only 27% reported having formal genetics education embedded within the residency program; 91% expressed dissatisfaction, and 95% desired further training for residents. At our institution, pre-session confidence in ordering and discussing genetic tests was low (mean 2.4/5) among residents. Following the session, confidence in interpreting and explaining results improved significantly (from 2.4 to 3.3/5, p<0.05), with trends toward increased confidence in test selection (from 2.4 to 3.1/5, p=0.08). Residents rated the session highly (3.9/5) and anticipated improvements in precision medicine–oriented care, patient engagement in testing decisions, and streamlining of genetic test ordering and follow-up.

Conclusions:

Genetics education in neurology residency programs remains limited nationally. Our findings demonstrated that a brief, case-based educational intervention significantly improved resident confidence in interpreting genetic testing at an institution. This suggests that a targeted, scalable curriculum can enhance genetics competency within neurology training and translate to improved clinical care.