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For many neurologic subspecialties, the fellowship application process begins early in the first half of the second year of neurology-specific training (PGY3 for adult neurology residents and PGY4 for child neurology residents). In 2019, the American Academy of Neurology (AAN) published a position statement recommending communication between fellowship candidates and training programs begin no sooner than March 1 of the penultimate year of training and that programs offer fellowship positions no sooner than August 1 of the final year of training. A few pilot subspecialties adopted this timeline for 2021 recruitment for positions beginning in 2022. All United States–based AAN-affiliated neurology and child neurology residents who recently completed the fellowship application process received a survey about their fellowship application experience. Of the 291 residents who responded to the survey, 96% agree that applications should not be submitted before March 1 of the penultimate year of training and 72% believe that August 1 of the final year is a reasonable time to begin offering positions. Nearly half (49%) of residents believe that there is too little time for subspecialty/clinical exposure before applying for fellowship and 88% feel the current process and timeline are stressful. Residents who applied to programs in pilot subspecialties report more time to choose, less stress, and a lower number of time-pressured offers. A large majority of residents (89%) prefer to submit a single application through a centralized system. The survey results suggest that residents who just completed the fellowship application process agree with the AAN recommended timeline for all subspecialties and that all neurology subspecialties should consider adopting a fellowship match. Programs can help facilitate a better fellowship application experience by providing earlier exposure to a broad range of neurologic subspecialties and ensure that residents are given opportunities to attend national meetings and participate in appropriately scoped scholarly endeavors.

For many years, Neuromuscular Medicine programs lacked a standardized means of handling fellowship applications and offering positions. Programs interviewed applicants and made offers as early as the first half of Post Graduate Year 3 (PGY3), a suboptimal timeline for applicants who may have had little prior exposure to neuromuscular or electrodiagnostic medicine. In 2021, the American Association of NeuromuscularElectrodiagnostic Medicine (AANEM) developed the Neuromuscular Fellowship Portal to standardize a later timeline and establish a process for fellowship applications and offers. In its first year, the Neuromuscular Fellowship Portal used a unique one-way match, in which the portal released serial offers to applicants based on rank order lists submitted by programs. Fifty-two Neuromuscular Medicine programs and seven electromyography (EMG)-focused Clinical Neurophysiology programs participated. Sixty-eight positions were filled, a similar number to previous years. A survey of fellowship directors and applicants following this process showed overwhelming support for the standardized timeline and application portal, but all program directors and most applicants favored moving to a traditional match. To maintain the existing application timeline and minimize costs for all parties, the AANEM Neuromuscular Fellowship Portal will host a two-way match, based on existing commercial match algorithms, in 2022. A match will afford a fair and efficient process for all involved. Both Neuromuscular Medicine and EMG-focused Clinical Neurophysiology programs will be encouraged to participate. The process undertaken by the AANEM can stand as an example for other neurologic subspecialties who are interested in standardizing their application timeline.

Background: In-person didactic education in residency has numerous challenges including inconsistent availability of faculty and residents, limited engagement potential, and non-congruity with clinical exposure. Methods: An online curriculum in movement disorders was implemented across nine neurology residency programs (six intervention, three control), with the objective to determine feasibility, acceptability, and knowledge growth from the curriculum. Residents in the intervention group completed ten modules and a survey. All groups completed pre-, immediate post-, and delayed post-tests. Results: Eighty-six of 138 eligible housestaff (62.3%) in the intervention group completed some modules and 74 completed at least half of modules. Seventy-four, 49, and 30 residents completed the pre-, immediate post-, and delayed post-tests respectively. Twenty-five of 42 eligible control residents (59.5%) completed at least one test. Mean pre-test scores were not significantly different between groups (6.33 vs. 6.92, p = 0.18); the intervention group had significantly higher scores on immediate post- (8.00 vs. 6.79, p = 0.001) and delayed post-tests (7.92 vs. 6.92, p = 0.01). Residents liked having a framework for movement disorders, appreciated the interactivity, and wanted more modules. Residents completed the curriculum over variable periods of time (1–174 days), and at different times of day. Discussion: This curriculum was feasible to implement across multiple residency programs. Intervention group residents showed sustained knowledge benefit after participating, and residents took advantage of its flexibility in their patterns of module completion. Similar curricula may help to standardize certain types of clinical learning and exposure across residency programs. Highlights: Interactive online tools for resident didactic learning are valuable to residents. Residents learn from interactive online curricula, find the format engaging, and take advantage of the flexibility of online educational tools. Beginner learners appreciate algorithms that help them to approach a new topic.

Cerebral atrophy is a common finding in elderly patients; however, cerebrovascular disease causing progressive focal cerebral atrophy and dysfunction is unusual. In this report, we present 3 cases of hemicerebral atrophy due to ipsilateral internal carotid artery (ICA) stenosis or occlusion mimicking neurodegenerative conditions. Patient 1 had a frontal dysexecutive syndrome potentially consistent with a diagnosis of behavioral variant frontotemporal dementia; however, neuroimaging revealed a chronically occluded left ICA and a pattern of atrophy restricted to the left middle cerebral artery territory, suggestive of a vascular etiology. Patient 2 presented with progressively worsening seizures and right-sided weakness consistent with left hemispheric dysfunction, with radiographic evidence of left hemicerebral atrophy. Angiography revealed a chronic dissection of the left ICA leading to left cerebral hypoperfusion. Patient 3 had asymmetric parkinsonism, alien limb, and cognitive impairment consistent with a diagnosis of corticobasal syndrome. His imaging, however, revealed atrophy and encephalomalacia within the anterior circulation watershed territories with chronic, severe stenosis of the left ICA suggestive of a chronic hypoperfused state. In this case series, we report 3 examples of hemicerebral atrophy secondary to chronic ipsilateral ICA vascular disease with diverse progressive clinical symptoms mimicking primary neurodegenerative conditions. This case series highlights the importance of considering chronic hypoperfusion and large-vessel severe stenosis or occlusion in patients with cognitive impairment and evidence of asymmetric brain atrophy. In addition to symptomatic treatment, the management of vascular risk factors including treatment with antiplatelet agents, statins, and revascularization procedures can be considered.

Background Despite increasing awareness of inequities in healthcare in neurology, health equity is not a core competency of neurology training. To meet this need, we implemented a health equities curriculum for neurology residents at the Hospital of the University of Pennsylvania. Methods A seven-lecture health equities curriculum was implemented during the 2019-2020 academic year. Surveys were distributed pre-and post-curriculum to assess resident demographics, previous training in health equities, curriculum effectiveness addressing health equities topics, and resident appraisal of the curriculum. Results On average, residents attended 2-3 lectures. Most of the residents who participated were White-Non Latinx women. Residents who did not participate in the curriculum listed clinical responsibilities as the main reason for absenteeism. Residents who participated felt the curriculum was at least somewhat effective in addressing health disparities, cultural competency, and implicit bias. 64% of the residents felt the curriculum was effective in improving their preparedness in caring for underserved patients. Conclusion Implementing a health equities curriculum in neurology residency programs is feasible and well-received by residents. Given inconsistent attendance and a small sample size, we are unable to assess its true effectiveness. Nonetheless, residents felt it prepared them in addressing disparities in neurological care. A longer curriculum will help in assessing the effectiveness of this curriculum intervention. A standard health equities curriculum should be implemented across neurology residency programs, and health equities should be considered a core competency topic for the American Board of Psychiatry and Neurology (ABPN) certification.

A 45-year-old woman presented with lower-extremity weakness. She first noted weakness in her ankles and feet 5 months previously. The weakness progressed to involve her knees and hips, and she had been unable to walk without support for the prior 2 months.

BACKGROUND Nonemergent communications between nursing staff and residents often occur randomly throughout the workday at teaching institutions, resulting in inefficiency and interruptions of scheduled resident educational conferences or periods of overnight rest. OBJECTIVE The aim of this study was to determine whether a quality improvement communication strategy can reduce interruptive notifications during scheduled resident didactic sessions. METHODS We conducted a prospective, mixed-methods trial of a communication strategy between nurses and residents in 3 neurology units of an academic institution. We measured content and volume of notifications from nurses to residents during scheduled conferences and overnight and categorized these notifications according to levels of urgency. We implemented an intervention requiring multidisciplinary evening work rounds between the on-call resident and charge nurse and batching of nonemergent communications. Survey data were collected. RESULTS The total census during the 6-month study period was 728 patients. Of the 704 resident-reported nursing notifications, 50% could be safely deferred until change of shift. After the intervention, there was a 52% decrement of notifications (0.52 vs 0.25 notifications per patient, P < .01). The preintervention survey response rate was 65% for nurses (46/71) and 100% for residents (26/26), whereas postintervention response rates were 51% for nurses (36/71) and 96% for residents (24/25). Both nurses and residents responded more favorable in the postintervention period across multiple items that addressed patient safety, utility, and satisfaction (P < .01 for comparisons). CONCLUSIONS A scheduled nurse-resident communication system reduced interruptive calls during educational conferences and overnight by half. This intervention was perceived as safe and effective and resulted in higher satisfaction among participants.

Background: Non-emergent communications between nursing staff and covering providers often occur randomly throughout the workday at teaching institutions, resulting in inefficiency and interruptions of scheduled resident educational conferences or periods of overnight rest. Methods: We conducted a prospective, mixed-methods, crossover trial of a communication strategy between nurses and residents in 3 neurology units of a single academic institution. We measured content and volume of notifications from nurses to residents during scheduled conferences and overnight, and categorized these notifications according to levels of urgency. We implemented an intervention requiring evening work rounds between the on-call provider and charge nurse, and batching of non-emergent communications. Survey data were collected to determine perceived safety, utility, and satisfaction of the intervention. Results: The total census during the 6-month study period was 728 patients with a mean case-mix index of 1.86 (indicating moderate disease complexity). Of the total 704 provider-reported nursing notifications, there was a 56.3% decrement of notifications in the post-intervention period. Of the total 299 nurse-reported notifications, there was a 46.9% decrement in the post-intervention period. Both nurses and residents provided more favorable survey responses in the post-intervention period across multiple items that addressed patient safety, utility, and satisfaction (p Conclusions: A scheduled nurse-resident communication system reduced interruptive calls during educational conferences and overnight by half. This intervention was safe, effective, and resulted in higher satisfaction among nurses and residents.

On average, 4 clinical questions arise per patient encounter1 and about half the time, information needs are left unresolved.2 There is significant interest in capturing, sharing, and using knowledge within the daily work of health professionals in order to improve health outcomes. The 2009 Health Information Technology for Economic and Clinical Health (HITECH) Act offers up to $27 billion over 10 years to providers demonstrating “meaningful use” of electronic health records (EHRs).3 “Meaningful use” implies more than just recording information; use of the EHR should improve patient care.

SECTION 1 Case presentation. A 59-year-old woman with a history of hypertension developed acute bilateral flaccid leg weakness while watching television. She had shifted her weight while sitting on the couch and suddenly felt a sharp pain in her lower back and right leg. When she stood up to walk she noticed that her legs were numb; over the course of 1 hour she became unable to move her legs. She could not urinate voluntarily, and had dribbling incontinence. She was brought to the emergency department for evaluation. Questions for consideration: 1. Where does acute paraplegia localize and what is the differential diagnosis?

Objective: Effective stroke care does not end with acute treatment during hospitalization, but extends through Objective: Effective stroke care does not end with acute treatment during hospitalization, but extends through rehabilitation and secondary stroke prevention. In transitions across care environments, stroke patients are vulnerable to errors in communication of diagnosis and treatment. This study aimed to demonstrate that formalized communication between the neurology team and the rehabilitation medicine team would promote secondary stroke prevention and minimize interruptions during rehabilitation. Methods: The intervention was a standardized verbal handoff by phone between the discharging neurology resident and the admitting rehabilitation resident regarding each patient at transfer. This retrospective cohort study compared a pre-intervention control group (September 2012- February 2013) and a post-intervention group transferred with the handoff (September 2013- January 2014). The outcomes measured included errors in communication of stroke severity, stroke mechanism, medications, and recommended follow-up (appointments and tests) as well as emergent brain imaging, return to the acute care facility, and readmission. Results: The pre- and post-intervention groups were similar with respect to number of patients (50 vs. 52) and demographics including gender (52% vs. 54% female), age (65.8 vs. 64.0 years), severity of illness as measured by the NIHSS (10 vs. 6.5), and stroke type (84% vs. 77% ischemic). Implementation of the handoff decreased errors in communication of diagnosis (NIHSS 92% vs. 74%, p=0.02; stroke mechanism 54% vs. 30%, p=0.02). Furthermore, the handoff decreased the proportion with errors in reconciliation of critical medications (42% vs. 23%, p=0.04). However, the intervention did not significantly reduce interruptions of the rehabilitation program, such as emergent brain imaging (8% vs. 12%, p=0.55) or transfers back to the acute care hospital (26% vs. 21%, p=0.56). Conclusions: Standardized handoffs decreased errors in communication of diagnosis and critical medications for secondary stroke prevention.