Feasibility of a Condensed EEG Curriculum Using a Procedural Based Learning Model

Background Neurology residency time constraints limit requisite EEG training, contributing to discomfort with this core skill. EEG interpretation is a procedural skill, and educational models utilizing cognitive and procedural elements may increase education efficacy and efficiency. We applied the Fitts-Posner procedural model to create a condensed EEG curriculum and assessed feasibility and efficacy. Methods We identified EEG education barriers then designed a curriculum including asynchronous didactics, EEG reading/staffing, and report writing. The curriculum was incorporated 2023-2024 into a 2-week (adult neurology) or 4-week (child neurology) epilepsy rotation. We evaluated EEG interpretation knowledge and confidence before, after and following a 3-month delay and solicited feedback. Results Primary barriers to EEG education were insufficient practice and clinical responsibility. Ninety percent (19/21) of residents completed the curriculum. Residents identified reading/staffing EEGs and writing reports as instrumental curriculum components. Compared with pre-rotation, confidence and knowledge increased immediately post-rotation and following a 3-month delay but were lower at 3-months than immediately post-rotation. Child neurology residents had higher confidence than adult residents on post and 3-month surveys despite no knowledge differences. Conclusions A condensed EEG curriculum using a procedural learning model was associated with improved confidence and knowledge after a 3-month delay. Confidence and knowledge were lower at 3-months than immediately post-rotation, indicating the need for reinforcing activities. Confidence was higher for child neurology residents with two extra rotation weeks suggesting additional training may also enhance confidence gains. Asynchronous didactics maximized efficiency, but residents valued reading/staffing EEGs and writing reports, highlighting the importance of sociocultural approaches.