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Abstract
Background: There is a need to rigorously study the neurologic education of medical students, neurology residents, and neurologists to determine the effectiveness of our educational efforts.
Methods: We review the status of neurologic education research as it pertains to the groups of interest.
Results: We identify opportunities and impediments for education research. The introduction of the Accreditation Council for Graduate Medical Education core competencies, the Accreditation Council of Continuing Medical Education requirement to link continuing medical education to improved physician behavior and patient care, and the American Board of Medical Specialties/American Board of Psychiatry and Neurology–mandated maintenance of certification program represent research opportunities. Challenges include numerous methodologic issues such as definition of the theoretical framework of the study, adequate sample size ascertainment, and securing research funding.
Conclusions: State-of-the-art education research will require multidisciplinary research teams and innovative funding strategies. The central goal of all concerned should be defining educational efforts that improve patient outcomes.
GLOSSARY: AAN = American Academy of Neurology; ABPN = American Board of Psychiatry and Neurology; ACCME = Accreditation Council of Continuing Medical Education; ACGME = Accreditation Council for Graduate Medical Education; CME = continuing medical education; ERWG = Education Research Work Group; MOC = Maintenance of Certification; PI = Principal Investigator; RITE = Resident Inservice Training Examination.
Footnotes
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bstern{at}som.umaryland.edu
Disclosure: Barney J. Stern, MD, reports no conflicts of interest. Daniel H. Lowenstein, MD, reports no conflicts of interest. Lori Schuh, MD, is a 2007 recipient of an American Academy of Neurology education research grant.
Received March 16, 2007. Accepted in final form August 6, 2007.
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