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Journal articles on the topic 'Clinical Neurology'

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Published: 4 June 2021
Last updated: 28 January 2023

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1

Not Available, Not Available. "Manuale di Neurologia Clinica�[Manual of Clinical Neurology]." Neurological Sciences 21, no. 6 (December 1, 2000): 413. http://dx.doi.org/10.1007/s100720070059.

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2

Freedman, Daniel A., and Dara V. F. Albert. "Opinion and Special Articles: Neurology education at US osteopathic medical schools." Neurology 89, no. 24 (December 11, 2017): e282-e283. http://dx.doi.org/10.1212/wnl.0000000000004750.

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Osteopathic medical schools have a longstanding tradition of training primary care physicians (PCP). Neurologic symptoms are common in the PCP's office and there is an undersupply of neurologists in the United States. It is therefore crucial for osteopathic medical students to have a strong foundation in clinical neurology. Despite the importance, a mere 6% of osteopathic medical schools have required neurology clerkships. Furthermore, exposure to neurology in medical school through required clerkships has been correlated with matching into neurology residency. As osteopathic medical schools continue to expand, it will become increasingly important to emphasize the American Academy Neurology's published guidelines for a core clerkship curriculum. Practicing neurologists should take an active role in encouraging osteopathic medical schools to adopt these guidelines.
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Frey, Jessica, Brandon Neeley, Amna Umer, James W. Lewis, Anna Lama, Gauri Pawar, and Ann Murray. "Training in Neurology: Neuro Day." Neurology 96, no. 10 (March 8, 2021): e1482-e1486. http://dx.doi.org/10.1212/wnl.0000000000010859.

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ObjectiveTo determine whether increased patient interaction, exposure to the neurologic examination, and access to positive neurology mentors increase interest in neurology for first-year medical students.MethodsNeuro Day was a 2-part experience for first-year medical students. The first part consisted of a flipped classroom to teach the standard neurologic examination. The second part involved patient encounters modeled off of the traditional patient rounds. Students rotated from room to room, listening to patients' experiences with different neurologic diseases and eliciting pathologic neurologic examinations. Students were surveyed before and after Neuro Day.ResultsThe result of the binomial test indicated that the proportion of medical students interested in neurology significantly increased from 78% to 85% (95% confidence interval [CI] 0.79–0.92; p = 0.034) after participating in Neuro Day. The proportion of students' knowledge of clinical neurology increased from 45% to 63.1% (95% CI 0.54–0.72; p < 0.0001), comfort with performing a neurologic examination increased from 30% to 78.4% (95% CI 0.70–0.86; p < 0.0001), and fear of studying neurology decreased from 46% to 26% (95% CI 0.17–0.34; p < 0.0001) following Neuro Day. One hundred percent of students indicated that they would recommend Neuro Day to their peers.ConclusionNeuro Day is a feasible and effective model to incorporate into medical education. There was increased interest in and decreased fear of neurology. We anticipate that this paradigm can be used in the future to encourage students to consider a career in neurology.
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Moré, Jayaji M., Justin A. Miller, and Mill Etienne. "Disaster Neurology Update." Neurology: Clinical Practice 11, no. 2 (January 25, 2021): 175–78. http://dx.doi.org/10.1212/cpj.0000000000001042.

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In 2013, the term disaster neurology was introduced to describe a new practice opportunity for neurologists interested in providing needed, nonsurgical neurologic care in regions affected by natural or human-influenced disasters. Although previously presented as an option for interested neurologists, the coronavirus disease 2019 (COVID-19) pandemic has made it clear that every neurologist should be prepared to take on the unique challenges of disaster neurology. Examining the role of neurologists on the frontlines of the COVID-19 pandemic response represents an opportunity to review and apply key features of disaster neurology, including recognizing the categories of neurologic cases expected to be seen during a disaster, adapting inpatient and outpatient workflows, and accommodating the needs of vulnerable populations. Relating principles of disaster neurology to the response of neurologists to the current pandemic informs best practices for neurologic care as COVID-19 cases continue to surge throughout the United States and abroad.
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Pearce, J. "Clinical Neurology." Journal of Neurology, Neurosurgery & Psychiatry 53, no. 1 (January 1, 1990): 90–91. http://dx.doi.org/10.1136/jnnp.53.1.90-b.

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Geldmacher, MD, D. S. "Clinical Neurology." Neurology 40, no. 4 (April 1, 1990): 730. http://dx.doi.org/10.1212/wnl.40.4.730-d.

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7

Mumford, C. J. "CLINICAL NEUROLOGY." Brain 126, no. 5 (May 1, 2003): 1245–46. http://dx.doi.org/10.1093/brain/awg098.

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8

Schiffer, Randolph B. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 1, no. 1 (February 1989): 84–86. http://dx.doi.org/10.1176/jnp.1.1.84.

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Schiffer, Randolph B. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 1, no. 2 (May 1989): 213–14. http://dx.doi.org/10.1176/jnp.1.2.213.

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Schiffer, Randolph B. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 1, no. 3 (August 1989): 329–30. http://dx.doi.org/10.1176/jnp.1.3.329.

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Schiffer, Randolph B. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 1, no. 4 (November 1989): 437–38. http://dx.doi.org/10.1176/jnp.1.4.437.

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Schiffer, Randolph B. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 2, no. 1 (February 1990): 101. http://dx.doi.org/10.1176/jnp.2.1.101.

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Schiffer, Randolph B. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 2, no. 2 (May 1990): 224–25. http://dx.doi.org/10.1176/jnp.2.2.224.

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Schiffer, Randolph B. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 2, no. 3 (August 1990): 340–41. http://dx.doi.org/10.1176/jnp.2.3.340.

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McNamara, Eileen. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 2, no. 4 (November 1990): 454–55. http://dx.doi.org/10.1176/jnp.2.4.454.

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Hankey, G. J., and J. M. Wardlaw. "Clinical Neurology." Neuromuscular Disorders 14, no. 1 (January 2004): 83. http://dx.doi.org/10.1016/s0960-8966(03)00094-4.

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De Silva, Rajith. "Clinical Neurology." Journal of the Royal Society of Medicine 96, no. 3 (March 2003): 152–53. http://dx.doi.org/10.1177/014107680309600317.

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Pinto, Ashwin. "Clinical Neurology." Neuromuscular Disorders 14, no. 3 (March 2004): 233. http://dx.doi.org/10.1016/j.nmd.2003.09.002.

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Cross, Shelley A. "Clinical Neurology." Journal of Neuro-Ophthalmology 25, no. 1 (March 2005): 59. http://dx.doi.org/10.1097/00041327-200503000-00021.

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McNamara, M. Eileen. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 3, no. 1 (February 1991): 107–8. http://dx.doi.org/10.1176/jnp.3.1.107.

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McNamara, M. Eileen. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 3, no. 2 (May 1991): 225–26. http://dx.doi.org/10.1176/jnp.3.2.225.

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McNamara, M. Eileen. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 3, no. 3 (August 1991): 349–50. http://dx.doi.org/10.1176/jnp.3.3.349.

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McNamara, M. Eileen. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 3, no. 4 (November 1991): 452–53. http://dx.doi.org/10.1176/jnp.3.4.452.

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24

McNamara, M. Eileen. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 4, no. 1 (February 1992): 107–8. http://dx.doi.org/10.1176/jnp.4.1.107.

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McNamara, M. Eileen. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 4, no. 2 (May 1992): 228–29. http://dx.doi.org/10.1176/jnp.4.2.228.

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McNamara, M. Eileen. "Clinical Neurology." Journal of Neuropsychiatry and Clinical Neurosciences 4, no. 3 (August 1992): 338. http://dx.doi.org/10.1176/jnp.4.3.338.

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27

de Silva, R. "Clinical Neurology." JRSM 96, no. 3 (March 1, 2003): 152–53. http://dx.doi.org/10.1258/jrsm.96.3.152.

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28

Walton, John. "Clinical Neurology." Archives of Neurology 57, no. 1 (January 1, 2000): 52. http://dx.doi.org/10.1001/archneur.57.1.52.

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29

Divers, Thomas J., and Amy L. Johnson. "Clinical Neurology." Veterinary Clinics of North America: Equine Practice 27, no. 3 (December 2011): ix—x. http://dx.doi.org/10.1016/j.cveq.2011.08.011.

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30

Riley, Terrence. "Clinical Neurology." JAMA: The Journal of the American Medical Association 266, no. 17 (November 6, 1991): 2473. http://dx.doi.org/10.1001/jama.1991.03470170165047.

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31

Calverley, John R. "Clinical Neurology." Archives of Neurology 60, no. 12 (December 1, 2003): 1821. http://dx.doi.org/10.1001/archneur.60.12.1821-a.

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32

Safdieh, Joseph E., Raghav Govindarajan, Douglas J. Gelb, Yazmin Odia, and Madhu Soni. "Core curriculum guidelines for a required clinical neurology experience." Neurology 92, no. 13 (February 22, 2019): 619–26. http://dx.doi.org/10.1212/wnl.0000000000007187.

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Physicians in most specialties frequently encounter patients with neurologic conditions. For most non-neurologists, postgraduate neurologic education is variable and often limited, so every medical school's curriculum must include clinical learning experiences to ensure that all graduating medical students have the basic knowledge and skills required to care for patients with common neurologic symptoms and neurologic emergencies. In the nearly 20 years that have elapsed since the development of the initial American Academy of Neurology (AAN)–endorsed core curriculum for neurology clerkships, many medical school curricula have evolved to include self-directed learning, shortened foundational coursework, earlier clinical experiences, and increased utilization of longitudinal clerkships. A workgroup of both the Undergraduate Education Subcommittee and Consortium of Neurology Clerkship Directors of the AAN was formed to update the prior curriculum to ensure that the content is current and the format is consistent with evolving medical school curricula. The updated curriculum document replaces the term clerkship with experience, to allow for its use in nontraditional curricular structures. Other changes include a more streamlined list of symptom complexes, provision of a list of recommended clinical encounters, and incorporation of midrotation feedback. The hope is that these additions will provide a helpful resource to curriculum leaders in meeting national accreditation standards. The curriculum also includes new learning objectives related to cognitive bias, diagnostic errors, implicit bias, care for a diverse patient population, public health impact of neurologic disorders, and the impact of socioeconomic and regulatory factors on access to diagnostic and therapeutic resources.
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33

Zhao, Cindy, Kathleen Lee, and David Do. "Neurology consults in emergency departments." Neurology: Clinical Practice 10, no. 2 (September 4, 2019): 149–55. http://dx.doi.org/10.1212/cpj.0000000000000712.

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ObjectiveTo use the variations in neurology consultations requested by emergency department (ED) physicians to identify opportunities to implement multidisciplinary interventions in an effort to reduce ED overcrowding.MethodsWe retrospectively analyzed ED visits across 3 urban hospitals to determine the top 10 most common chief complaints leading to neurology consultation. For each complaint, we evaluated the likelihood of consultation, admission rate, admitting services, and provider-to-provider variability of consultation.ResultsOf 145,331 ED encounters analyzed, 3,087 (2.2%) involved a neurology consult, most commonly with chief complaints of acute-onset neurologic deficit, subacute neurologic deficit, or altered mental status. ED providers varied most in their consultation for acute-onset neurologic deficit, dizziness, and headache. Neurology consultation was associated with a 2.3-hour-longer length of stay (LOS) (95% CI: 1.6–3.1). Headache in particular has an average of 6.7-hour-longer ED LOS associated with consultation, followed by weakness or extremity weakness (4.4 hours) and numbness (4.1 hours). The largest estimated cumulative difference (number of patients with the specific consultation multiplied by estimated difference in LOS) belongs to headache, altered mental status, and seizures.ConclusionA systematic approach to identify variability in neurology consultation utilization and its effect on ED LOS helps pinpoint the conditions most likely to benefit from protocolized pathways.
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34

Dabir, Aman, Vincent Arnone, Beebarg Raza, Umer Najib, and Gauri V. Pawar. "Education Research: Appraisal of Outpatient Clinical Experience During Neurology Residency." Neurology: Education 2, no. 1 (January 23, 2023): e200046. http://dx.doi.org/10.1212/ne9.0000000000200046.

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Background and ObjectivesOutpatient clinical experience is a key component of neurology residency. Understanding the educational environment for residents in the outpatient setting can inform educators to maximize teaching and learning opportunities, enhance resident exposure to subspecialty diagnoses and management, and deliver quality care. We studied the continuity clinic experience of 5 neurology residents over the course of their residency to determine the breadth of their ambulatory experience.MethodsWe used administrative health data from new and return patient visits scheduled with 5 neurology residents of the same class over 3 years of continuity clinic. International classification of disease codes pertaining to neurologic diagnoses and symptoms associated with these visits were analyzed. Frequency and proportions of the most commonly evaluated diagnoses and symptoms were tabulated. These were compared with previously published data about resident experience during training. We also analyzed resident experience over time.ResultsFive neurology residents evaluated 948 patients (mean 189.6; range 180–202; 59.2% female) during 2,699 clinic visits (mean 539.8; range 510–576) over 3 years in their continuity clinics. There were 6,555 international classification of disease codes associated with these visits (2,948 [44.9%] neurologic diagnoses, 2,249 [34.3%] neurologic symptoms, and 1,358 [20.8%] comorbidities). The most common neurologic diagnoses were as follows: headache disorders (24.5%), neuromuscular disorders (17.3%), movement disorders (12.1%), cerebrovascular disorders (11.5%), and epilepsy (7.5%). The most common neurologic symptoms evaluated by residents were as follows: seizure-like events (16.5%), sensory symptoms (12.4%), pain (10.3%), headache (9.7%), and motor symptoms (8.1%).DiscussionThe clinical experience of residents in the continuity clinic was diverse, but it was skewed toward headache, neuromuscular, and movement disorders, which constituted 54% of the workload. When compared with previous studies, the range of resident's outpatient clinical experience differed from that of inpatient experience. Based on the results of this study, we made changes to our outpatient curriculum by adding 2-month–long rotations in subspecialty clinics from postgraduate year 2 to 4 with the aim of boosting resident exposure to neurologic disorders in the outpatient setting.
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35

Barker, R. "Bailliere's Clinical Neurology. Genetics In Neurology." Journal of Neurology, Neurosurgery & Psychiatry 58, no. 6 (June 1, 1995): 768. http://dx.doi.org/10.1136/jnnp.58.6.768.

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36

Robbins, Nathaniel M., Larry Charleston, Altaf Saadi, Zaneta Thayer, Wilfred U. Codrington, Alden Landry, James L. Bernat, and Roy Hamilton. "Black Patients Matter in Neurology." Neurology 99, no. 3 (July 18, 2022): 106–14. http://dx.doi.org/10.1212/wnl.0000000000200830.

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Black people living in the United States suffer disproportionate morbidity and mortality across a wide range of neurologic conditions. Despite common conceptions to the contrary, “race” is a socially defined construct with little genetic validity. Therefore, racial health inequities in neurology (“neurodisparities”) are not a consequence of biologic differences between races. Instead, racism and associated social determinants of health are the root of neurodisparities. To date, many neurologists have neglected racism as a root cause of neurologic disease, further perpetuating the problem. Structural racism, largely ignored in current neurologic practice and policy, drives neurodisparities through mediators such as excessive poverty, inferior health insurance, and poorer access to neurologic and preventative care. Interpersonal racism (implicit or explicit) and associated discriminatory practices in neurologic research, workforce advancement, and medical education also exacerbate neurodisparities. Neurologists cannot fulfill their professional and ethical responsibility to care for Black patients without understanding how racism, not biologic race, drives neurodisparities. In our review of race, racism, and race-based disparities in neurology, we highlight the current literature on neurodisparities across a wide range of neurologic conditions and focus on racism as the root cause. We discuss why all neurologists are ethically and professionally obligated to actively promote measures to counteract racism. We conclude with a call for actions that should be implemented by individual neurologists and professional neurologic organizations to mitigate racism and work towards health equity in neurology.
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37

Harris, J. "Bailliere's Clinical Neurology." Emergency Medicine Journal 14, no. 4 (July 1, 1997): 271. http://dx.doi.org/10.1136/emj.14.4.271-a.

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38

Kennedy, C. R. "Clinical Pediatric Neurology." Archives of Disease in Childhood 64, no. 11 (November 1, 1989): 1645. http://dx.doi.org/10.1136/adc.64.11.1645-a.

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39

Wilkinson, I. "Brain's Clinical Neurology." Journal of Neurology, Neurosurgery & Psychiatry 48, no. 8 (August 1, 1985): 850. http://dx.doi.org/10.1136/jnnp.48.8.850-a.

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40

BARKER, R. "Clinical Neurology-Parkinsonism." Journal of Neurology, Neurosurgery & Psychiatry 65, no. 6 (December 1, 1998): 959f. http://dx.doi.org/10.1136/jnnp.65.6.959f.

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41

Endtz, L. J. "Brain's clinical neurology." Clinical Neurology and Neurosurgery 87, no. 3 (January 1985): 243. http://dx.doi.org/10.1016/0303-8467(85)90054-x.

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42

Avidan, Alon. "Clinical Sleep Neurology." Seminars in Neurology 29, no. 04 (September 2009): 275–76. http://dx.doi.org/10.1055/s-0029-1237112.

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43

Allen, Chris. "Teaching clinical neurology." Practical Neurology 12, no. 2 (March 26, 2012): 97–102. http://dx.doi.org/10.1136/practneurol-2011-000196.

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44

Dalessio, Donald J. "Brain's Clinical Neurology." JAMA: The Journal of the American Medical Association 254, no. 15 (October 18, 1985): 2150. http://dx.doi.org/10.1001/jama.1985.03360150130042.

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45

Deb, Anindita, Melissa Fischer, and Anna DePold Hohler. "Education Research: A framework for global health curricula for neurology trainees." Neurology 91, no. 11 (September 10, 2018): 528–32. http://dx.doi.org/10.1212/wnl.0000000000006155.

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As the global burden of neurologic disease increases, educating future neurologists about the principles of global health through global health curricula is of utmost importance. However, few neurology residency training programs have developed and implemented comprehensive global health curricula. This report outlines the design, implementation, and evaluation of the University of Massachusetts Medical School neurology residency global health curriculum. Using accepted curriculum development methods and incorporating an innovative use of technology, we created a global health curriculum focused on neurology to engage trainees. The implementation of curricula and organization of elective opportunities also incorporates learning objectives and an evaluation process. The University of Massachusetts Medical School neurology global health curriculum can be used as a framework for other residency programs developing global health programs. Global health education increases young neurologists' awareness of the growing burden of neurologic disease and, subsequently, may motivate them to address the need for neurologic expertise around the world.
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46

Minen, Mia, Sangida Akter, Mariana Espinosa-Polanco, and Raddy Ramos. "Education Research: Bridging the Undergraduate Neurosciences With Clinical Neurology." Neurology: Education 1, no. 1 (September 2022): e200005. http://dx.doi.org/10.1212/ne9.0000000000200005.

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There is a significant shortage of neurologists in the United States, and this shortage is projected to worsen considerably. With the growth of undergraduate neuroscience majors, there may be opportunities to engage and motivate undergraduate students interested in the neurosciences toward clinical neurology. We surveyed undergraduate neuroscience faculty to better understand their curricular goals, existing interaction with neurologists, and their desire for additional connections with clinical neurologists and clinical neurology researchers. We invited 523 undergraduate neuroscience faculty (members of Faculty for Undergraduate Neuroscience) to complete an online survey assessing their research areas, courses taught, existing professional networks, and interest in developing connections in clinical neurology/neurology research. We had 140 of the 523 neuroscience faculty (26.8%) complete the survey. Of the 140 respondents, most respondents (93.6%, 131/140) stated their courses included a discussion about neurologic conditions, yet only 4% (6/139) stated addressing the shortage of neurologists in the country. Few reported they were able to partake in professional development opportunities for shadowing neurologists, neurosurgeons, or similar specialists prior to teaching neuroscience courses (19%, 26/140). Understanding neuroscience faculty's perspectives on how to bridge undergraduate neuroscience programs and the field of neurology is critical. This way, we can identify potential gaps and make recommendations for how to improve the neurology pipeline.
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Harrison, Daniel S., Margaret Naclerio, Kathryn Swider, Carl Garrubba, Andrew T. Yu, Andrew Busler, Lena Liu, and Christopher Doughty. "Education Research: Neurologic Education in Physician Assistant Programs." Neurology: Education 2, no. 1 (December 2, 2022): e200029. http://dx.doi.org/10.1212/ne9.0000000000200029.

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Background and ObjectivesA growing number of advanced practice providers (APPs) are entering neurologic practice, and educational initiatives focused on postgraduate training in neurology for these providers are growing in turn. Neurologic education in APP degree programs is not well defined, which limits the ability to tailor these initiatives to the specific needs of APPs. We aim to describe neurologic education in physician assistant (PA) degree programs to better inform these efforts.MethodsThe 2018 American Academy of Neurology clerkship director survey was adapted for directors of PA programs via an iterative approach. The survey was distributed to program directors (PDs) of accredited programs in Fall 2021 and again in Spring 2022 for nonresponders. Simultaneously, websites of accredited programs were systematically reviewed for content related to neurologic education.ResultsSixty of 255 contacted PDs completed the survey (23.5%). All PDs reported education in selected neuroscience topics. Neuroradiology instruction was included less frequently (66.7%) than neuroanatomy (91.7%) or neurologic examination techniques (95.0%). Twenty-six PDs (43.3%) reported a dedicated neuroscience course; 53 of 260 websites reviewed identified dedicated neuroscience courses (20.8%,k= 0.41). Directors of 10 (38.5%) reported neuroscience courses were neuroscience trained. Only 1 program required a neurology clinical rotation in both the website review (0.4%) and the PD survey (1.7%,k= 1.00). Elective neurology rotations were offered by 51 programs (85.0%) and used by less than 20% of students in 46 programs (92.0%). More programs with dedicated neuroscience didactics (80.0% vs 74.2%) and offerings in clinical neurology (78.7% vs 66.7%) reported graduates pursuing careers in neurology, but these differences were not statistically significant.DiscussionSurvey respondents reported the inclusion of most of the queried preclinical neuroscience topics, typically distributed throughout the curriculum. Dedicated neuroscience courses were less common and most commonly not taught by a neurologist or neurology APP. Clinical neurology rotations are almost never required, but most programs offer an elective. These results suggest opportunities for augmenting neurologic education in APP degree programs, including encouraging students to take clinical neurology rotations and increasing exposure to APPs practicing neurology. These findings additionally inform key targets for postgraduate educational initiatives.
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48

Abbatemarco, Justin R., Stefanie J. Rodenbeck, Gregory S. Day, Maarten J. Titulaer, Anusha K. Yeshokumar, and Stacey L. Clardy. "Autoimmune Neurology." Neurology - Neuroimmunology Neuroinflammation 8, no. 5 (June 15, 2021): e1033. http://dx.doi.org/10.1212/nxi.0000000000001033.

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Autoimmune neurology is a rapidly developing specialty driven by an increasing recognition of autoimmunity as the cause for a broad set of neurologic disorders and ongoing discovery of new neural autoantibodies associated with recognizable clinical syndromes. The diversity of clinical presentations, unique pathophysiology, and the complexity of available treatments requires a dedicated multidisciplinary team to diagnose and manage patients. In this article, we focus on antibody-associated autoimmune encephalitis (AE) to illustrate broader themes applicable to the specialty. We discuss common diagnostic challenges including the utilization of clinical assessment tools along with the determination of the prognostic significance of certain autoantibodies, with a focus on implications for long-term management. A growing body of literature demonstrates the long-term cognitive, behavioral, and physical sequelae of AE. Dedicated resources are needed to effectively manage these patients. These resources may be best provided by experienced neurology clinics in partnership with other neurologic subspecialists, as well as psychiatrists, neuropsychologists, and physical medicine and rehabilitation providers.
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49

Pearce, J. M. S. "The Neurology of Aretaeus: Radix Pedis Neurologia." European Neurology 70, no. 1-2 (2013): 106–12. http://dx.doi.org/10.1159/000352031.

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50

Sandrone, Stefano, Jimmy V. Berthaud, Miguel Chuquilin, Jacquelyne Cios, Pritha Ghosh, Rachel J. Gottlieb-Smith, Hani Kushlaf, et al. "Neurologic and neuroscience education." Neurology 92, no. 4 (December 19, 2018): 174–79. http://dx.doi.org/10.1212/wnl.0000000000006716.

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Neurologic disorders are among the most frequent causes of morbidity and mortality in the United States. Moreover, the current shortfall of neurologists is expected to worsen over the coming decade. As a consequence, many patients with neurologic disorders will be treated by physicians and primary care providers without formal neurologic training. Furthermore, a pervasive and well-described fear of neurology, termed neurophobia, has been identified in medical student cohorts, residents, and among general practitioners. In this article, members of the American Academy of Neurology A.B. Baker Section on Neurological Education review current guidelines regarding neurologic and neuroscience education, contextualize the genesis and the negative consequences of neurophobia, and provide strategies to mitigate it for purposes of mentoring future generations of health care providers.
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