ArticleThe clinical teacher2026
Trainee and Faculty Perspectives of Neurointerventional Curricula in Residency: a Scoping Review.
Article in The clinical teacher, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
5 authors.
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Abstract
purposeNeuroendovascular intervention (NEI) or interventional neuroradiology (INR) exposure is limited during neurosurgery, neurology and diagnostic radiology residencies as this is a fellowship-based area of competence. Although structured curricula exist, residents may graduate with limited knowledge and skills related to endovascular patient management and procedures. Our study explores trainee and faculty perspectives on neurointerventional learning opportunities during residency training.
methodsA scoping review was conducted using the Preferred Reporting Items for Systematic-Reviews and Meta-Analyses extension for Scoping Reviews. OVID MEDLINE, OVID Embase and PUBMED databases were searched for original research published in the English language on neurosurgery, neurology and radiology residencies. Covidence was used to compile studies, screen studies and extract data that met criteria.
resultsOf 1025 articles, 30 studies met the inclusion criteria. The most common study designs were surveys (30%) and literature reviews (23%). We identified three key emerging concepts in residency: (1) existing gaps in INR exposure, (2) calls for earlier curricular integration and (3) the emergence of curricular initiatives to increase INR exposure to address these gaps.
conclusionTrainees and program leaders report perceived limitations in INR exposure during residency training while acknowledging that procedural competence can be gained through post-residency fellowships. Current perspectives and educational approaches described in the literature highlight ongoing discussion regarding the role of residency in providing foundational exposure and career awareness in INR.
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