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Neurology: Education
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September 2022; 1 (1) Research ArticleOpen Access

Curriculum Innovations: How Real Is Real Enough?

A Pilot Study Comparing Standardized Patients vs Manikin Simulators in a Neurologic Emergencies Training Course

Catherine S.W. Albin, Emil Petrusa, James A. Gordon, Deepa Malaiyandi, Sahar F. Zafar
First published September 26, 2022, DOI: https://doi.org/10.1212/NE9.0000000000200004
Catherine S.W. Albin
From the Department of Neurology (C.A.), Emory University School of Medicine, Atlanta, GA; Departments of Surgery (E.P.), and Emergency Medicine (J.A.G.), Massachusetts General Hospital, Harvard Medical School, Boston; MGH Learning Laboratory (E.P, J.A.G), Massachusetts General Hospital, Boston; Department of Neurology (D.M.), University of Toledo, OH; and Department of Neurology (S.F.Z.), Massachusetts General Hospital, Harvard Medical School, Boston.
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Emil Petrusa
From the Department of Neurology (C.A.), Emory University School of Medicine, Atlanta, GA; Departments of Surgery (E.P.), and Emergency Medicine (J.A.G.), Massachusetts General Hospital, Harvard Medical School, Boston; MGH Learning Laboratory (E.P, J.A.G), Massachusetts General Hospital, Boston; Department of Neurology (D.M.), University of Toledo, OH; and Department of Neurology (S.F.Z.), Massachusetts General Hospital, Harvard Medical School, Boston.
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James A. Gordon
From the Department of Neurology (C.A.), Emory University School of Medicine, Atlanta, GA; Departments of Surgery (E.P.), and Emergency Medicine (J.A.G.), Massachusetts General Hospital, Harvard Medical School, Boston; MGH Learning Laboratory (E.P, J.A.G), Massachusetts General Hospital, Boston; Department of Neurology (D.M.), University of Toledo, OH; and Department of Neurology (S.F.Z.), Massachusetts General Hospital, Harvard Medical School, Boston.
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Deepa Malaiyandi
From the Department of Neurology (C.A.), Emory University School of Medicine, Atlanta, GA; Departments of Surgery (E.P.), and Emergency Medicine (J.A.G.), Massachusetts General Hospital, Harvard Medical School, Boston; MGH Learning Laboratory (E.P, J.A.G), Massachusetts General Hospital, Boston; Department of Neurology (D.M.), University of Toledo, OH; and Department of Neurology (S.F.Z.), Massachusetts General Hospital, Harvard Medical School, Boston.
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Sahar F. Zafar
From the Department of Neurology (C.A.), Emory University School of Medicine, Atlanta, GA; Departments of Surgery (E.P.), and Emergency Medicine (J.A.G.), Massachusetts General Hospital, Harvard Medical School, Boston; MGH Learning Laboratory (E.P, J.A.G), Massachusetts General Hospital, Boston; Department of Neurology (D.M.), University of Toledo, OH; and Department of Neurology (S.F.Z.), Massachusetts General Hospital, Harvard Medical School, Boston.
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Citation
Curriculum Innovations: How Real Is Real Enough?
A Pilot Study Comparing Standardized Patients vs Manikin Simulators in a Neurologic Emergencies Training Course
Catherine S.W. Albin, Emil Petrusa, James A. Gordon, Deepa Malaiyandi, Sahar F. Zafar
Neurol Edu Sep 2022, 1 (1) e200004; DOI: 10.1212/NE9.0000000000200004

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  • Figure 1
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    Figure 1 Increase in Knowledge Scores

    Diagram demonstrating an average trainee score on the 40-question knowledge quiz both before (blue) and after (red) the course. Scores are reported by group assignment.

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    Figure 2 Baseline Confidence Scores Among All Trainees

    Diagram presenting the number of trainees who selected each confidence score by topic before the course. Total number of responses for each emergency (n = 19). No resident selected score 4 (extremely confident).

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    Figure 3 Shift in Self-Assess Confidence Before and After the Course Among All Trainees

    Frequency (by %) of each confidence score (0–4) over the 15 surveyed items reported by all trainees both before the course (blue) and after the course (red). Before the course, 19 residents scored 15 items for a total of 285 scores. For example, not at all confident (score 0) was reported 59 times (21% of the time). After the course, 20 residents scored 15 items for a total of 300 scores. For example, not at all confident (score 0) was reported 23 times (8% of the time). The yellow bars demonstrate the percentage of each confidence score when only the 9 items which were directly taught in the course were surveyed. Twenty residents scored 9 items for a total of 180 scores. For example, not at all confident (score 0) was reported 3 times (2% of the time).

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    Figure 4 Median Confidence Scores Before and After the Course by Group

    Diagram demonstrating the change in median confidence scores by group assignment across all 15 items surveyed. Darker bars signify the topics that were taught in the course. Lighter bars represent the topics that were surveyed, but those were not addressed as part of the curriculum.

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