• Nicholas E Johnson, Matthew B Maas, Mary Coleman, Ralph Jozefowicz, and John Engstrom.
• Department of Neurology, University of Rochester Medical Center, Rochester, NY, USA. Nicholas_johnson@urmc.rochester.edu
• Neurology. 2012 Oct 23;79(17):1831-4.

ObjectiveTo assess the strengths and weaknesses of neurology resident education using survey methodology.MethodsA 27-question survey was sent to all neurology residents completing residency training in the United States in 2011.ResultsOf eligible respondents, 49.8% of residents returned the survey. Most residents believed previously instituted duty hour restrictions had a positive impact on resident quality of life without impacting patient care. Most residents rated their faculty and clinical didactics favorably. However, many residents reported suboptimal preparation in basic neuroscience and practice management issues. Most residents (71%) noted that the Residency In-service Training Examination (RITE) assisted in self-study. A minority of residents (14%) reported that the RITE scores were used for reasons other than self-study. The vast majority (86%) of residents will enter fellowship training following residency and were satisfied with the fellowship offers they received.ConclusionsGraduating residents had largely favorable neurology training experiences. Several common deficiencies include education in basic neuroscience and clinical practice management. Importantly, prior changes to duty hours did not negatively affect the resident perception of neurology residency training.

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