EEG education in neurology residency: background knowledge and focal challenges

Abstract Aims . To assess the baseline EEG knowledge among adult neurology residents at our institution and their perspectives on EEG learning experience during residency. Methods . We evaluated baseline EEG knowledge and resident perception of EEG education utilizing an EEG quiz and an online EEG survey, respectively. The EEG quiz was divided in two parts, composed of normal ( n =27) and abnormal ( n =10) EEG examples. The EEG survey focused on the importance of EEG, EEG milestones and EEG education. Results . Twenty‐one residents completed the EEG quiz; all 21 completed the normal EEG part whereas 19 of these 21 completed the abnormal EEG part. The overall score (mean±SEM) was 42±4.5% for the normal EEG part and 44±5.5% for the abnormal EEG part. The EEG survey was completed by 28 residents. Forty‐three percent of the respondents reported not being able to read EEGs even with supervision. The most commonly reported education barriers were insufficient exposure, insufficient responsibility to read EEGs, and inability to link EEG learning to direct patient care. Conclusion . On average, adult neurology residents were able to correctly identify less than half of normal and abnormal EEG findings. Almost half of residents reported not being able to read EEGs even with supervision.