Advancing neurology education in western Kenya through a global neurology partnership (P11-15.003)

Abstract

Objective: Our project goal was to leverage on existing neurology education and build a robust two-year neurology curriculum for trainees in western Kenya. Background: The worldwide prevalence of neurologic disease has increased substantially and is expected to continue increasing as the global population ages. Low and middle-income countries, including Kenya, have been disproportionately affected yet have a paucity of neurologists compared to high-income countries. As a result, most patients with neurologic disorders are cared for by internal medicine practitioners. This data depicts vast disparities in neurologic care and training. North American neurologists partnered with Kenyan physicians to address these disparities and advance neurologic care in western Kenya. We identified neurologic education as a crucial area for initial development, upon which we aimed to strengthen physician training and subsequently improve patient outcomes. Design/Methods: Utilizing the existing neurology curriculum for Kenyan internal medicine trainees, we developed a two-year expanded curriculum. The first year was piloted for a class of 30 medicine trainees. Didactic teaching sessions occurred twice a month, with one formal lecture and one case presentation. Following completion of the first year, we surveyed participating trainees to gauge success of the program at the halfway point. Results: Fourteen trainees completed the survey. Trainees felt that they gained significant knowledge and that lectures were very relevant and impactful; however, most trainees also identified feeling “somewhat confident” rather than “very confident” in their own care of patients with neurologic illness. Finally, they described recognition of neurologic illness as occurring “somewhat often” rather than “very often.” Conclusions: Successful implementation of the first year of our project led to increased trainee knowledge in treating patients with neurologic conditions. During the second year, we aim to use case-based participation to further build confidence and competence in recognizing and caring for neurologic disorders.