Abstract 023: Early Medical Student Introduction to Interventional Neurology: Integrating Neuroendovascular Simulation to Foster Engagement

Introduction Interventional Neurology (IN) is a rapidly expanding field, with new devices and techniques broadening the range of cerebrovascular diseases that can be treated (1). Despite this, medical students are not commonly exposed to IN either during their preclinical years or neurology clerkship. Other reports have indicated significant interest in IN through neurology residency despite a poorly structured pathway to the career (2). There remains a paucity of educational focus on endovascular specialties among medical schools; simulation‐based approaches present an opportunity to address this (3‐5). We piloted an engaging didactic and hands‐on Mentice® Neuroendovascular simulation seminar to increase awareness and interest in IN. Methods Through the Student Interest Group in Neurology (SIGN) at Emory School of Medicine, we recruited 20 students (55% M1, 5% M2, 30% M3, 10% M4; 50% female) to participate in an IN didactic and simulation seminar. Before and after the seminar, participants were administered a 28‐question survey regarding their knowledge of and interest in a career in IN. All participants provided consent. A didactic session led by a fellowship trained Interventional Neurologist and a simulation session including 3 stations: diagnostic angiography, thrombectomy, and aneurysm coiling. All participants rotated at all 3 stations and all questions were answered. Results The survey was broken into subjective and objective questions regarding student interest, familiarity, and knowledge of IN. The subjective questions were recorded on Likert scales from 1‐5 while objective questions focused on endovascular procedures and their indications. Exposure to IN was limited; 70% of medical students reported no formal exposure to the field. Prior to the event, only 30% of students were interested or very interested (4 or 5 on Likert scales) in a career in IN compared to 50% post‐survey. 20% of students felt familiar or very familiar with the field prior to the seminar compared to 50% post‐survey. More students recognized the training pathways to Neurointervention (Radiology, Neurosurgery, and Neurology), could name at least 3 IN procedures, and showed improved knowledge of basic IN treatments and pathology after the event. Conclusion Interventional Neurology remains a relatively new field and is often not included in traditional medical student curriculums, even at sites where training occurs within a Comprehensive Stroke Center. Our survey demonstrated the lack of knowledge and comfort level regarding IN amongst medical students. Uniquely curated seminars targeted at medical students can lead to an increase in awareness and interest in IN (6‐8). Early exposure has been shown to increase recruitment and dispel erroneous assumptions about the specialty (4). We believe these survey results show the importance of incorporating lecture and simulation based IN procedures for medical students, especially those interested in procedural specialties. Increasing students’ knowledge of IN also provides a better understanding of career options in neurology and the extent of therapeutic options a neurologist can offer patients (2,4).