Introduction and Problem Statement There is a need for structured EEG education opportunities to enhance neurology resident education. To address this need, the American Epilepsy Society (AES) supported the development and implementation of both synchronous and asynchronous EEG courses. Objectives To produce EEG curricula that enhance resident EEG learning, increase interest in EEG and improve participants’ knowledge, and to ensure that courses were highly used and available to the broadest range of learners. Methods and Curriculum Description A multi-institutional group of EEG educators developed both courses. The synchronous curriculum consisted of a mixture of brief “mini-lectures” and interactive small group activities with self-assessment quizzes at the start and end of the course. The online asynchronous EEG curriculum consisted of self-directed slide sets, multiple-choice self-assessment quizzes and a structured EEG self-assessment tool. Courses were evaluated using postcourse s

Introduction Virtual teaching sessions during the coronavirus disease 2019 pandemic were challenging for students and teachers but were also an opportunity to find creative ways to teach physical examination skills, including the neurologic examination. We examined expert opinions of the pros and cons that arise using a virtual platform to teach the neurologic examination and strategies to best address these challenges. Methods This was a qualitative study incorporating a focus group of faculty and resident neurologists. Data were coded using conventional content analysis. An interpretivist, social constructionist approach was used to look for interesting or novel ideas, rather than testing a specific hypothesis. Three independent auditors performed a dependability and confirmability audit to confirm that the themes accurately reflected the data. Results A single focus group was used. Four of the 6 participants were faculty neurologists and 2 were neurology residents. Five themes were