ArticleCureus2026
Organizing and Improving Outcomes for Changing Teaching in Neurological Surgery Residency Using Innovation.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundNeurosurgical training is uniquely constrained by prolonged duration, limited case volumes, and high-stakes decision-making that demands simultaneous mastery of technical skills, clinical judgment, professionalism, and communication. Traditional assessment systems often detect late deficits and provide insufficiently granular feedback for early, individualized remediation.
methodsWe implemented an integrated educational performance framework in an Accreditation Council for Graduate Medical Education (ACGME) osteopathic-recognized neurosurgery residency consisting of: (1) a point-based quarterly promotion system capturing required clinical, scholarly, and professional activities; (2) a resident-generated multiple-choice question and quiz program linked to didactic content and in-service exam domains; (3) simulation-enhanced technical training using cadavers, three-dimensional (3D)-printed models, and virtual reality; and (4) a predictive analytics dashboard that synthesizes longitudinal performance signals to identify strengths and emerging risks early.
resultsAcross trainees, quarterly point totals and quiz performance provided actionable early markers of engagement and knowledge acquisition. Residents falling ≥10% below quarterly point thresholds on two consecutive quarters were reliably identified for goal-oriented success plans, enabling targeted remediation or, when necessary, determination of inability to meet program requirements. Quiz participation and scores are tracked with bi-monthly examinations and annual in-service performance, allowing topic-specific coaching and peer-mentoring by high performers. Simulation interventions demonstrated measurable skill acquisition and procedural efficiency improvements consistent with prior published program outcomes.
conclusionsA novel combined point-quiz-simulation framework, strengthened by predictive analytics, creates a closed-loop competency system that detects deficits early, amplifies strengths, and aligns resident and faculty actions to program mission, milestones, and patient-centered outcomes. This approach is feasible, transferable, and may help address regional neurosurgical access gaps by accelerating the development of safe, independent surgeons while preserving wellness and professionalism. A core finding of this manuscript is that measurable structure improves resident function.
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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.