Developing a Curriculum for Functional Neurological Disorder in Neurology Training: Questions and Answers - 28/09/23

Doi : 10.1016/j.ncl.2023.02.007

Sara A. Finkelstein, MD, MSc ^a,^{^{1
Co-first authors.},}^⁎ , M. Angela O’Neal, MD ^b,^{^{1
Co-first authors.},}^⁎ , Gaston Baslet, MD ^c, Barbara A. Dworetzky, MD ^d, Ellen Godena, EdM, MSW, LICSW ^a, Julie Maggio, PT, DPT, NCS ^a,^e, Daniel Millstein, PhD ^a, Tracey Milligan, MD ^f,^{^{2
Co-senior authors.}}, David L. Perez, MD, MMSc ^a,^g,^{^{2
Co-senior authors.}}
^a Functional Neurological Disorder Unit, Division of Behavioral Neurology, Massachusetts General Hospital, Harvard Medical School, 55 Fruit Street, Boston, MA 02114, USA
^b Division of General Neurology, Department of Neurology, Brigham and Women’s Hospital, Harvard Medical School, 60 Fenwood Road, Boston, MA 02115, USA
^c Division of Neuropsychiatry, Department of Psychiatry, Brigham and Women’s Hospital, Harvard Medical School, 60 Fenwood Road, Boston, MA 02115, USA
^d Division of Epilepsy, Department of Neurology, Brigham and Women’s Hospital, Harvard Medical School, 60 Fenwood Road, Boston, MA 02115, USA
^e Department of Physical Therapy, Massachusetts General Hospital, 55 Fruit Street, Boston, MA 02114, USA
^f Department of Neurology, Westchester Medical Center Health Network, New York Medical College, Valhalla, NY, USA
^g Division of Neuropsychiatry, Department of Psychiatry, Massachusetts General Hospital, Harvard Medical School, 55 Fruit Street, Boston, MA 02114, USA

^∗Corresponding authors.

Résumé

Functional neurologic disorder (FND) is a common condition for which neurology residents often receive little to no formal teaching. Using a question-and-answer format, this article puts forward a case for why an FND curriculum is needed and aims to provide guidance on possible curricular content including medical knowledge, clinical skills, communication, and team-based collaboration. The authors also discuss methods for teaching and evaluating this knowledge and associated clinical skills, linking this to current Accreditation Council for Graduate Medical Education neurology milestones. Finally, the authors consider how to better engage and energize neurology trainees around this underserved yet challenging patient population.

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Keywords : Functional neurological disorder, Functional movement disorder, Functional seizures, Psychogenic non-epileptic seizures, Dissociative seizures, Education, Teaching, Neurology, Psychiatry

Plan

Key points

Introduction

Question 1: why do we need a curriculum for functional neurological disorder in neurology residency?

Question 2: what curricular content on functional neurological disorder should be included as part of neurology residency training?

Medical Knowledge

Clinical Skills

Communication and Collaboration

Question 3: how should the recommended curricular content for functional neurological disorder be taught and evaluated during neurology residency?

Topics for Didactic Learning

Topics Best Modeled by Clinical Exposure

Question 4: can we operationalize milestones in line with other Accreditation Council for Graduate Medical Education content?

Question 5: how do we better engage and energize neurology trainees around this underserved yet challenging patient population?

Summary

Clinics care points

Funding

Conflicts of interests/disclosures

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Vol 41 - N° 4

P. 711-728 - novembre 2023 Retour au numéro

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Setting up Functional Neurological Disorder Treatment Services : Questions and Answers
Sara A. Finkelstein, Alan Carson, Mark J. Edwards, Kasia Kozlowska, Sarah C. Lidstone, David L. Perez, Ginger Polich, Jon Stone, Selma Aybek

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Developing a Curriculum for Functional Neurological Disorder in Neurology Training: Questions and Answers - 28/09/23

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