ArticleNeurology. Education2026
Curriculum Innovation: Training the Front Line: A Neurologic Emergencies Curriculum Pilot for First Responders.
Article in Neurology. Education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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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.
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.
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Who cites it
1 citing paper in PubMed.
- From Competence to Mastery: Reframing Neurology's Approach to Competency-Based Education.Neurology. Education · 2026Article
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background and Objectives: Emergency medical services (EMS) clinicians play a critical role in early identification and management of neurologic emergencies yet may encounter sparse neurology-specific education. With interprofessional collaboration, we developed a multimodal, active-learning, and experiential curriculum for teaching prehospital care in a neurologically underserved setting. We evaluated curriculum feasibility and impact on prehospital neurologic assessment. The objectives of this study were to (1) recognize signs and symptoms of neurologic emergencies, aiding in the formulation of a prehospital differential diagnosis; (2) appraise patient encounter data for incorporation into prehospital medical decision making and facilitation of interprofessional communication and continuity of care; and (3) provide situation-specific prehospital care for patients with neurologic emergencies, including stabilization, medical management, triage, and disposition. Methods: We delivered a 10-month longitudinal neurologic emergencies curriculum to EMS clinicians in Victoria, TX. The program included case-based learning, simulation, team gamification, and pilot web-based bedside teaching. Participants completed preknowledge and postknowledge assessments for in-person interactive sessions and a simulation, as well as a summative knowledge assessment. Learner reactions were assessed by changes in self-perceived familiarity with neurologic emergencies. We tracked local acute stroke care metrics (monthly median door-to-needle time (DTNT), incidence of thrombolysis, and incidence of thrombectomy transfer) before and after the curriculum to assess impact on recognition and triage skills. Results: EMS clinicians with varying experience levels participated in 221 session attendances. Short-term knowledge assessment scores improved for neurovascular (60 vs 80, Discussion: Short-term knowledge improved in several areas of our curriculum, most notably with simulation. Increase in thrombectomy transfers suggests potential impact on recognition and triage. Challenges included attendance amid clinical responsibilities and sample size. Long-term knowledge retention strategies, including ongoing simulation, may help sustain gains.
Identifiers
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Registered trials
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.