Simulation in Epilepsy Education: Two Simulation-Based Learning Tools for Neurology Trainees
Abstract number :
3.272
Submission category :
4. Clinical Epilepsy / 4B. Clinical Diagnosis
Year :
2025
Submission ID :
31
Source :
www.aesnet.org
Presentation date :
12/8/2025 12:00:00 AM
Published date :
Authors :
Presenting Author: Luke Massaro, MD – Columbia University Irving Medical Center/New York-Presbyterian Hospital
Rachael Benson, MD – Columbia University Irving Medical Center
Michelle Bell, MD – Columbia University Irving Medical Center/New York-Presbyterian Hospital
Alison Pack, MD, MPH – Columbia University Irving Medical Center/New York-Presbyterian Hospital
Carl Bazil, MD, PhD – Columbia University Irving Medical Center/New York-Presbyterian Hospital
J. Egeria Lin, MD – Columbia University Irving Medical Center/New York-Presbyterian Hospital
Mary Jeffers, MD – Columbia University Irving Medical Center/New York-Presbyterian Hospital
Greer Waldrop, MD, ScM – UCSF Weill Institute for Neurosciences
Shivani Ghoshal, MD – Columbia University Irving Medical Center/New York-Presbyterian Hospital
Rationale: The management of a new diagnosis of epilepsy in the outpatient setting and the analysis of common EEG findings comprise core components of neurology resident education and are traditionally taught to trainees using standard didactic lecture-based curricula. Simulation-based education tools have potential to enhance learning of epilepsy-related topics, yet the existing literature of epilepsy-related simulations is limited to acute seizure management. This study describes two simulation-based tools developed with the objective of addressing these key topics.
Methods: The first simulation presented a case of new-onset epilepsy, with critical actions consisting of 1) distinction between an unprovoked seizure and a diagnosis of epilepsy, 2) interpretation of radiographic and electrographic findings in temporal lobe epilepsy, and 3) patient counseling including medication initiation and seizure precautions. Primary outcomes were embedded learning during the simulation, learner-rated confidence and performance on a content-based assessment six months post-simulation in a subgroup of simulation participants compared to a subgroup of non-participants. The second simulation presented two clinical scenarios requiring calibration of EEG software, interpretation of EEG data, and proposal of a treatment plan. Primary outcomes were pre-simulation versus post-simulation knowledge and confidence in participants of the simulation.
Results: In the first simulation, median knowledge-based scores for residents participating in the simulation were higher than scores for those who had not. All participants reported improved confidence at six months. In the second simulation, pre-simulation surveys demonstrated a lack of comfort with common EEG topics. Post-simulation surveys demonstrated increased confidence in topics, and mean scores on knowledge-based assessments improved from pre-simulation to post-simulation. Participants reported the included cases were applicable to clinical practice.
Conclusions: These simulations showed improved performance and confidence among participating residents for the ability to manage a new outpatient diagnosis of epilepsy and to interpret common EEG findings. Both simulations are feasible, reproducible, and effective, and may be easily incorporated into epilepsy curricula for neurology trainees.
Funding: N/a
Clinical Epilepsy