Objective: Determine knowledge growth and resident satisfaction with an online curriculum in movement disorders across multiple programs.

Background: Exposure to movement disorders in residency is often limited. Traditional lecture-based supplementation of learning is flawed by resident attendance, faculty availability, and suboptimal format. We have reported on the implementation of an online curriculum in movement disorders in a single neurology residency, in which we found knowledge growth and high satisfaction(1). We aimed to determine the feasibility and effectiveness of such a curriculum across multiple programs using a randomized, controlled design.

Method: Programs were recruited through the AAN Consortium of Neurology Program Directors (CNPD). Nine programs achieved IRB approval to be included, and were randomized to intervention (6 programs) or control groups (3 programs). Residents in the intervention group completed 10 modules and a survey. All groups completed pre-, post-, and delayed post-tests (10 questions each).

Results: 86 residents in the intervention group completed some modules and 74 completed >/= 5/10 modules. 33 control residents completed at least one test. Mean pre-test scores were not significantly different between the intervention and control groups (6.3 vs. 6.5, p=0.47); the intervention group had significantly higher scores on post- (8.0 vs. 7.1, p=0.02) and delayed post-tests (7.9 vs. 6.9, p=0.02). In the survey, residents indicated that they liked having a framework for movement disorders, appreciated the interactivity, and wanted more modules. Residents completed the curriculum over highly variable periods of time (1-174 days, median 29.5 days), and at different times of day (7am-5pm: 57.2%; 5pm-10pm: 29.6%; 10pm-7am: 13.3%).

Conclusion: Implementation of online movement disorders modules was feasible across several residency programs. Residents in programs with access to the movement disorders modules showed significantly higher knowledge scores compared to residents who did not use the modules, and this knowledge growth was sustained on a delayed post-test. Residents took advantage of the flexibility of an online curriculum to complete the modules over highly variable periods of time and at different hours. Limitations include suboptimal resident retention between tests. Such a curriculum could be incorporated into the supplemental learning activities of residents.

References: 1. Schaefer SM, Vadlamani L, Juthani P, Louis ED, Patel A, Tinaz S, Vives Rodriguez A, Moeller JJ. An online curriculum in movement disorders for neurology housestaff. Clin Parkin Relat Disord. 2020 Jan; https://doi.org/10.1016/j.prdoa.2020.100035.

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MDS Abstracts - https://www.mdsabstracts.org/abstract/implementation-of-an-online-interactive-curriculum-in-movement-disorders-at-nine-neurology-residency-programs/