Continuing medical education in epileptology: The Level 1‐2‐3 experience of the <scp>ILAE</scp> academy
Bibliographic record
Abstract
The International League Against Epilepsy (ILAE) Academy is the world's eminent e-learning campus for epileptology. Its modular teaching content was developed to cover all competencies and learning objectives specified in the ILAE's curriculum for epileptology. The tutorless and self-paced entry Level 1 program for beginners offers an interactive case-based e-learning approach. A blended e-learning format was developed for the proficiency Level 2 with various learning domains and formats. They comprise a series of interactive, self-paced and case-based e-learning modules covering common, but also rare or complex epilepsy conditions, through state-of-the-art diagnosis and rational treatment decisions. Interactive EEG and MRI readers were integrated to support a tutorless online teaching format. An innovative adaptive e-learning format was applied for specific learning domains to reflect not only the proficiency level of the learner but also their self-confidence and perceived and unperceived knowledge of the topic. Our analysis of the completed adaptive e-learning courses revealed that 21% of the learning objectives had been answered incorrectly despite the learner indicating that they know the answer. This so-called "unconscious incompetence" should be regarded as a key motivation for building continuing medical education (CME) programs in epileptology. Level 2 utilizes a blended learning approach requiring 200 CME or equivalent ILAE credit points, earned through a mix of online learning with in-person participation in ILAE schools and congressional teaching activities. Level 3 is the subsequent step in the ILAE's structured learning path towards advanced proficiency and includes skill-based training in epileptology. Registered learners can apply for training visits in internationally renowned epilepsy centers around the world. Limited financial support is made available for selected applicants, e.g., to support candidates from resource limited settings. Designed to bridge the gap in knowledge and access to continuing education in epileptology, this unique structured learning path is open to all healthcare professionals.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".