Evidence map›Paper›PMID 39411112›Full record

ReviewNeurology. Education2023

Reviews in Medical Education: Advances in Simulation to Address New Challenges in Neurology.

Catherine S W Albin, J Palmer Greene, Sara C LaHue, Prem Kandiah, Arielle M Kurzweil, Yara Mikhaeil-Demo, Nicholas A Morris

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Neurology. Education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.

0numbers the graph read from it
0cells of the map it votes in
11citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

11 citing papers in PubMed.

  1. Review
  2. Article
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  7. Review
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  10. Review
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Catherine S W AlbinFrom the Department of Neurology (C.S.W.A., P.K.), Emory University School of Medicine, Atlanta, GA; Department of Neurology (J.P.G., S.C.L.), School of Medicine, and Department of Neurology (S.C.L.), Weill Institute for Neurosciences, University of California, San Francisco; Department of Neurology (A.M.K.), NYU Grossman School of Medicine, New York; Department of Neurology (Y.M.-D.), Northwestern University Feinberg School of Medicine, Chicago, IL; and Program in Trauma (N.A.M.), Department of Neurology, University of Maryland School of Medicine, Baltimore.
J Palmer GreeneFrom the Department of Neurology (C.S.W.A., P.K.), Emory University School of Medicine, Atlanta, GA; Department of Neurology (J.P.G., S.C.L.), School of Medicine, and Department of Neurology (S.C.L.), Weill Institute for Neurosciences, University of California, San Francisco; Department of Neurology (A.M.K.), NYU Grossman School of Medicine, New York; Department of Neurology (Y.M.-D.), Northwestern University Feinberg School of Medicine, Chicago, IL; and Program in Trauma (N.A.M.), Department of Neurology, University of Maryland School of Medicine, Baltimore.
Sara C LaHueFrom the Department of Neurology (C.S.W.A., P.K.), Emory University School of Medicine, Atlanta, GA; Department of Neurology (J.P.G., S.C.L.), School of Medicine, and Department of Neurology (S.C.L.), Weill Institute for Neurosciences, University of California, San Francisco; Department of Neurology (A.M.K.), NYU Grossman School of Medicine, New York; Department of Neurology (Y.M.-D.), Northwestern University Feinberg School of Medicine, Chicago, IL; and Program in Trauma (N.A.M.), Department of Neurology, University of Maryland School of Medicine, Baltimore.ORCID https://orcid.org/0000-0003-2396-7663
Prem KandiahFrom the Department of Neurology (C.S.W.A., P.K.), Emory University School of Medicine, Atlanta, GA; Department of Neurology (J.P.G., S.C.L.), School of Medicine, and Department of Neurology (S.C.L.), Weill Institute for Neurosciences, University of California, San Francisco; Department of Neurology (A.M.K.), NYU Grossman School of Medicine, New York; Department of Neurology (Y.M.-D.), Northwestern University Feinberg School of Medicine, Chicago, IL; and Program in Trauma (N.A.M.), Department of Neurology, University of Maryland School of Medicine, Baltimore.
Arielle M KurzweilFrom the Department of Neurology (C.S.W.A., P.K.), Emory University School of Medicine, Atlanta, GA; Department of Neurology (J.P.G., S.C.L.), School of Medicine, and Department of Neurology (S.C.L.), Weill Institute for Neurosciences, University of California, San Francisco; Department of Neurology (A.M.K.), NYU Grossman School of Medicine, New York; Department of Neurology (Y.M.-D.), Northwestern University Feinberg School of Medicine, Chicago, IL; and Program in Trauma (N.A.M.), Department of Neurology, University of Maryland School of Medicine, Baltimore.
Yara Mikhaeil-DemoFrom the Department of Neurology (C.S.W.A., P.K.), Emory University School of Medicine, Atlanta, GA; Department of Neurology (J.P.G., S.C.L.), School of Medicine, and Department of Neurology (S.C.L.), Weill Institute for Neurosciences, University of California, San Francisco; Department of Neurology (A.M.K.), NYU Grossman School of Medicine, New York; Department of Neurology (Y.M.-D.), Northwestern University Feinberg School of Medicine, Chicago, IL; and Program in Trauma (N.A.M.), Department of Neurology, University of Maryland School of Medicine, Baltimore.ORCID https://orcid.org/0000-0002-8915-5214
Nicholas A MorrisFrom the Department of Neurology (C.S.W.A., P.K.), Emory University School of Medicine, Atlanta, GA; Department of Neurology (J.P.G., S.C.L.), School of Medicine, and Department of Neurology (S.C.L.), Weill Institute for Neurosciences, University of California, San Francisco; Department of Neurology (A.M.K.), NYU Grossman School of Medicine, New York; Department of Neurology (Y.M.-D.), Northwestern University Feinberg School of Medicine, Chicago, IL; and Program in Trauma (N.A.M.), Department of Neurology, University of Maryland School of Medicine, Baltimore.ORCID https://orcid.org/0000-0002-1270-9805

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Simulation is an engaging modality of medical education that leverages adult learning theory. Since its inception, educators have used simulation to train clinicians in bedside procedures and neurologic emergencies, as well as in communication, teamwork, and leadership skills. Many applications of simulation in neurology are yet to be fully adopted or explored. However, challenges to traditional educational paradigms, such as the shift to competency-based assessments and the need for remote or hybrid platforms, have created an impetus for neurologists to embrace simulation. In this article, we explore how simulation might be adapted to meet these current challenges in neurologic education by reviewing the existing literature in simulation from the field of neurology and beyond. We discuss how simulation can engage neurology trainees who seek interactive, contextualized, on-demand education. We consider how educators can incorporate simulation for competency-based evaluations and procedural training. We foresee a growing role of simulation initiatives that assess bias and promote equity. We also provide tangible solutions that make simulation an educational tool that is within reach for any educator in both high-resource and low-resource settings.

Identifiers

PMID39411112
PMCPMC11473088

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.