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Journal articles on the topic 'Education in neurosurgery'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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1

Kim, Dong Gyu, Chul-Kee Park, and Sun Ha Paek. "Bo Sung Sim (1924–2001): a pioneer of neurosurgery in Korea." Journal of Neurosurgery 105, no. 3 (2006): 494–97. http://dx.doi.org/10.3171/jns.2006.105.3.494.

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✓ Bo Sung Sim (1924–2001) stands as a prominent figure in the history of Korean neurosurgery. His devoted contributions have led to the fruitful development of modern neurosurgery in Korea. Sim practiced advanced neurosurgical techniques, undertook basic research, was passionate about education in the early years of neurosurgery in Korea, and played an essential role in founding the Korean Neurosurgical Society. Sim was a true neurosurgeon—a teacher, a scientist, and a superb pioneer in Korean neurosurgery.
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Akshulakov, Serik, Yerbol Makhambetov, Askhat Bralov, Talgat Pazylbekov, Nurtas Tursynov, and Karashash Menlibayeva. "Reaching the horizon and looking beyond: neurosurgery education in Kazakhstan." Neurosurgical Focus 48, no. 3 (2020): E9. http://dx.doi.org/10.3171/2019.12.focus19790.

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Neurosurgery education in Kazakhstan has 55 years of history. The first neurosurgery department was established in 1964 in the city of Almaty, South Kazakhstan (the former capital of Kazakhstan). The department was headed by the pioneer of Kazakhstani neurosurgeons, Prof. Yevgeniya Azarova. A new neurosurgery education system was adopted after a while. To date, 4 medical universities and 1 neurosurgical center in Kazakhstan have a neurosurgery department that prepares around 10 neurosurgeons annually. The country’s populations are currently served by more than 300 neurosurgeons. However, isolated regions lack neurosurgical services and a specialized medical workforce. Urbanization results in inequality of receiving medical care among rural and regional inhabitants.To develop and strengthen the neurosurgery services, the National Center for Neurosurgery was opened in the heart of the country. The center has placed great importance on the development of neurosurgery and neurosurgical education in Kazakhstan. The World Federation of Neurosurgical Societies, European Association of Neurosurgical Societies, Asian Congress of Neurosurgeons, and International Society for Pediatric Neurosurgery have held many international meaningful events on neurosurgery at the center. Opened in 2008, the neurosurgery center has prepared 41 neurosurgeons in the residency program. This article seeks to provide readers with an understanding of the state of neurosurgery education in Kazakhstan and its development history.
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3

Kovalenko, R. A., V. Yu Cherebillo, Yu V. Mukhitova, E. R. Isayeva, F. A. Chemurzieva, and S. N. Valchuk. "Sexism in Russian neurosurgery." Vestnik nevrologii, psihiatrii i nejrohirurgii (Bulletin of Neurology, Psychiatry and Neurosurgery), no. 6 (May 11, 2021): 475 (488)—482 (494). http://dx.doi.org/10.33920/med-01-2106-07.

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The work is devoted to the study of the issue of gender inequality in Russian neurosurgery. Materials and methods: the study is based on an anonymous survey of neurosurgeons working in Russia. The authors have developed 2 questionnaires, different for men and women. 103 certified neurosurgeons were interviewed, 53 of them were men and 50 — women. Results: on average, male neurosurgeons were older, with more work experience, more often had a medical category (p <0.05) and performed a greater number of independent operations (p <0.01). In all the same questions characterizing the perception of the image of a female neurosurgeon, significant differences were revealed between men and women (p <0.01). Women do not feel less trust in the quality of their work because of their gender, but throughout their medical education and work, they regularly face the notion that neurosurgery is not a suitable profession for women. Harassment is not a typical phenomenon in Russian neurosurgery. Among the authors of articles in the 5 most cited Russian neurosurgical journals for 2016–2018, there were 20.7 % women; 15 % of the first authors were women. Conclusions: female neurosurgeons in Russia face manifestations of gender discrimination in the professional environment, which is an additional obstacle to becoming a neurosurgeon. The perception of the image of a female neurosurgeon differs significantly among neurosurgeons, depending on their gender. English version of the article on pp. 488-494 is available at URL: https://panor.ru/articles/sexism-in-russian-neurosurgery/70193.html
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Ajisebutu, Andrew, Marc R. Del Bigio, Colin J. Kazina, Michael West, and Demitre Serletis. "Dr. Dwight Parkinson: a Canadian neurosurgical pioneer." Journal of Neurosurgery 133, no. 4 (2020): 1092–99. http://dx.doi.org/10.3171/2019.6.jns19262.

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In 1950, Dwight Parkinson was the first qualified neurosurgeon to arrive in Winnipeg, Manitoba. He played a monumental role in developing one of the earliest neurosurgical training programs in Western Canada. Parkinson was a pioneering neurosurgeon who served as the first president of the Canadian Neurosurgical Society in 1965. He was the epitome of the skull base neurosurgeon, which was not recognized as a distinct discipline at that time. He contributed to its development through detailed neuroanatomical study of the lateral sellar compartment (housing the parasellar venous plexus, a term he emphasized as more accurate than “cavernous sinus”). Parkinson also made seminal contributions to the management of cerebrovascular disease and offered new insights on cerebral concussion. Parkinson’s dedication to clinical excellence and education laid a cornerstone for the development of neurosurgery and the neurosciences in Manitoba, making him a key figure in Canadian neurosurgery. Using published materials, online resources, hospital archives, and personal interviews, the authors conducted a systematic review of Parkinson’s formative years, his development of the Section of Neurosurgery at the University of Manitoba, his achievements, and his legacy. This updated biography captures the exploits of this remarkable, and at times strictly disciplinarian, neurosurgeon-anatomist.
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Silva, Gilvan Aguiar da, and Elton Gomes da Silva. "Book Review - Do No Harm: Stories of Life, Death and Brain Surgery." Arquivos Brasileiros de Neurocirurgia: Brazilian Neurosurgery 39, no. 01 (2018): 033–34. http://dx.doi.org/10.1055/s-0038-1639498.

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AbstractIn the present article, we review the book Do No Harm: Stories of Life, Death and Brain Surgery, by British neurosurgeon Dr. Henry Marsh, a book that can offer a significant contribution to medical education regarding the ethics and vocation for neurosurgery.
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6

Deylami, Mansour, Maryam Ziyaei, Roohie Farzaneh, et al. "Bibliometric Analysis of Neurosurgery Education From 1962 to 2023." Iranian Journal of Neurosurgery 10 (February 17, 2024): 0. https://doi.org/10.32598/irjns.10.16.

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Background and Aim: Evaluating our scientific trend and patterns in the education of neurosurgery can benefit in determining the needs and the future of the research path, therefore we performed a bibliometric analysis in the Web of Science (WoS) dataset. Methods and Materials/Patients: This was a bibliometric study of literature for studies on neurosurgery education. The WoS database was used for this study. The collected dataset was entered into the R shiny package of bibliometrics and was used for data analysis. Annual scientific production, citations, journals, and affiliation patterns were evaluated. Bradford’s and Lotka’s laws were used to interpret the patterns of contributions. Reference publication year spectroscopy (RPYS) was used to find source literature articles. Results: From 1962 to 2023, 1740 articles from 266 journals were included in this study. The annual growth rate of publishing neurosurgery education studies was 8.16%. “World neurosurgery” and “neurosurgery” journals with 441 articles (25.34%) were in zone 1 based on Bradford’s law, showing inequality in publishers of neurosurgery education studies. Also, Lotka’s law showed author productivity inequality, with most authors (approximately 75.5%) having only contributed a single article, while an Indian researcher has authored 28 articles as well as some other researchers with more than 20 articles. The USA led the way with 775 articles. Historical origins of research stemmed from studies about the virtual model of the temporal bone, the depiction of neurosurgery in cinematic genres, and a realistic neurosurgical simulator. Seminal neurosurgery education research has focused on anatomy education using imaging methods, informing later developments in simulated learning approaches. Based on the RPYS, seminal neurosurgery education research has focused on anatomy education like using imaging methods, which has contributed to later developments in simulated learning. Conclusion: Bibliometric analysis of neurosurgery education literature reveals increasing annual production, inequality in publishing, and author productivity, identified with the USA’s leading contributions and diverse research origins.
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7

Di Rocco, Concezio. "International Education in Pediatric Neurosurgery." Pediatric Neurosurgery 37, no. 1 (2002): 8–18. http://dx.doi.org/10.1159/000065095.

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8

Alexander, Eben. "Graduate medical education in neurosurgery." Surgical Neurology 27, no. 2 (1987): 200–201. http://dx.doi.org/10.1016/0090-3019(87)90298-9.

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9

Leidinger, Andreas, Pablo Extremera, Eliana E. Kim, Mahmood M. Qureshi, Paul H. Young, and José Piquer. "The challenges and opportunities of global neurosurgery in East Africa: the Neurosurgery Education and Development model." Neurosurgical Focus 45, no. 4 (2018): E8. http://dx.doi.org/10.3171/2018.7.focus18287.

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OBJECTIVEThe objective of this study was to describe the experience of a volunteering neurosurgeon during an 18-week stay at the Neurosurgery Education and Development (NED) Institute and to report the general situation regarding the development of neurosurgery in Zanzibar, identifying the challenges and opportunities and explaining the NED Foundation’s model for safe practice and sustainability.METHODSThe NED Foundation deployed the volunteer neurosurgeon coordinator (NC) for an 18-week stay at the NED Institute at the Mnazi Mmoja Hospital, Stonetown, Zanzibar. The main roles of the NC were as follows: management of patients, reinforcement of weekly academic activities, coordination of international surgical camps, and identification of opportunities for improvement. The improvement opportunities were categorized as clinical, administrative, and sociocultural and were based on observations made by the NC as well as on interviews with local doctors, administrators, and government officials.RESULTSDuring the 18-week period, the NC visited 460 patients and performed 85 surgical procedures. Four surgical camps were coordinated on-site. Academic activities were conducted weekly. The most significant challenges encountered were an intense workload, deficient infrastructure, lack of self-confidence among local physicians, deficiencies in technical support and repairs of broken equipment, and lack of guidelines. Through a series of interviews, the sociocultural factors influencing the NED Foundation’s intervention were determined. Factors identified for success were the activity of neurosurgical societies in East Africa; structured pan-African neurosurgical training; the support of the Foundation for International Education in Neurological Surgery (FIENS) and the College of Surgeons of East, Central and Southern Africa (COSECSA); motivated personnel; and the Revolutionary Government of Zanzibar’s willingness to collaborate with the NED Foundation.CONCLUSIONSInternational collaboration programs should balance local challenges and opportunities in order to effectively promote the development of neurosurgery in East Africa. Support and endorsement should be sought to harness shared resources and experience. Determining the caregiving and educational objectives within the logistic, administrative, social, and cultural framework of the target hospital is paramount to success.
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El-Ghandour, Nasser M. F. "Neurosurgical education in Egypt and Africa." Neurosurgical Focus 48, no. 3 (2020): E12. http://dx.doi.org/10.3171/2019.12.focus19804.

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OBJECTIVEAfrica still significantly lags in the development of neurosurgery. Egypt, located in North Africa, is well-developed in this specialty, with the largest number of neurosurgeons among all African countries. This article provides insight into neurosurgical training in Egypt, the challenges African neurosurgeons are facing, and the requirements needed to enhance neurosurgical education and build up the required neurosurgical capacity in Africa.METHODSThe information presented in the current work was collected from databases of the Egyptian Society of Neurological Surgeons and the World Federation of Neurosurgical Societies.RESULTSThere are two types of neurosurgical certification in Egypt. The first type is granted by the universities (MD), and the second is awarded by the Ministry of Health (Fellow of Neurosurgery). The program in both types ranges from 6 to 9 years. The number of qualified neurosurgeons in Egypt constitutes one-third of the total number of African neurosurgeons. There is a significant shortage of neurological surgeons in Africa, and the distribution is entirely unbalanced, with the majority of neurosurgeons concentrated in the North and South regions. The most important challenge facing neurosurgery in Africa is lack of resources, which is considered to be the main obstacle to the development of neurosurgery. Other challenges include the limited number of neurosurgeons, lack of training programs, and lack of collaboration among the different regions.CONCLUSIONSProper collaboration among the different regions within the African continent regarding neurosurgical education will enhance African neurosurgical capacity and make neurosurgery an independent specialty. The definite functional polarity among different regions, regarding both the number of qualified neurosurgeons and the neurosurgical capacity, is an important factor that could help in the development of neurosurgery in this continent.
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11

ZAPUHLÎH, Grigore. "NEUROSURGERY, A SCIENCE IN ITS HIGHEST CHANGE." Akademos 2 (August 9, 2019): 67–73. https://doi.org/10.5281/zenodo.3364334.

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This article is dedicated to the 20th anniversary of the establishment, on November 25, 1999, of the Department of Neurosurgery of the State University of Medicine and Pharmacy „Nicolae Testemitanu” (Republic of Moldova). During these two decades, neurosurgery was not only established as a field of indigenous medical research and practice, but it has also developed fruitfully, currently going through three development stages. The first stage refers to the establishing of Neurosurgery in our country. With the help of neurosurgeons Zahar Sosonkin, Abram Cuciuc, Mina Lia Bondareţ, in year 1953, there has been founded the Neurosurgery Section, as part of the Republican Clinical Hospital of Psychiatry, being located in Costiujeni and counting 40 beds. In 1960, there was created the Chair of Neurology, Neurosurgery and Medical Genetics of the State Institute of Medicine from Chisinau. The second stage is characterized by the separation of Neurology and Neurosurgery branch from the Clinical Psychiatric Hospital, after putting into service of the first hospital block (in year 1960) on 48 Lomonosov Street (currently Korolenko, 2, INN) from Chisinau. In 1963, we can observe the definitive „separation” and the establishment of the Neurosurgery subsidiary of the Republican Clinical Hospital. The third stage starts in year 1999, together with the creation of the Department of Neurosurgery within the ”Nicolae Testemitanu” State University of Medicine and Pharmacy, a fact that remarkably boosted the field: in 2005, the Institute of Neurology and Neurosurgery (INN) has been established. During these 20 years of activity, with the contribution of the Neurosurgery Department, there has been implemented a variety of new treatment methods and procedures. In 2001, there has been founded the Association of Neurosurgeons of the Republic of Moldova (ANM), member of (EANS) and WFNS). In year 2000, the second clinical base of the Neurosurgery Department of the Institute of Scientific Research in the Field of Protection of Mother and Child Health has been created; in 2014 – the third clinical base of the Department within the Republican Clinical Hospital. The Department has already trained 7 generations of neurosurgical residents who are currently working in local clinics and abroad. Over the last few years, in Chisinau, more than 20 international scientific forums have been successfully organized.
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12

Maniker, Allen H. "Regarding Efficacy of Neurosurgery Resident Education." Neurosurgery 68, no. 3 (2011): E883. http://dx.doi.org/10.1227/neu.0b013e31820826e4.

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13

Dhaliwal, Perry, and Edward C. Benzel. "Refocusing Continuing Medical Education in Neurosurgery." World Neurosurgery 80, no. 5 (2013): e103-e104. http://dx.doi.org/10.1016/j.wneu.2012.11.009.

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14

Ye, Vincent C. "Burr holes, bone flaps, and goose quills: Dr Frank Turnbull, Vancouver’s first neurosurgeon." Journal of Medical Biography 28, no. 1 (2017): 58–63. http://dx.doi.org/10.1177/0967772017729562.

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Dr Frank Turnbull was a pioneer neurosurgeon – the first neurosurgeon in Vancouver, Canada. He started his practice in 1933 after spending time during a neurosurgical ‘residency’ with Dr Kenneth Mackenzie, Canada’s first neurosurgeon. Dr Turnbull practiced at a time when the perception of his speciality was dim, and the resources available to him were limited. However, Dr Turnbull overcame these obstacles, and two World Wars to help change the landscape of neurosurgery in the northwest Canada, and his career achievements also extend into medical politics and medical education. This paper documents the life and adventures of Dr Frank Turnbull, pioneer neurosurgeon.
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Shin, David H., Kristopher G. Hooten, Brian D. Sindelar, et al. "Direct enhancement of readiness for wartime critical specialties by civilian-military partnerships for neurosurgical care: residency training and beyond." Neurosurgical Focus 45, no. 6 (2018): E17. http://dx.doi.org/10.3171/2018.8.focus18387.

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Military neurosurgery has played an integral role in the development and innovation of neurosurgery and neurocritical care in treating battlefield injuries. It is of paramount importance to continue to train and prepare the next generation of military neurosurgeons. For the Army, this is currently primarily achieved through the military neurosurgery residency at the National Capital Consortium and through full-time out-service positions at the Veterans Affairs–Department of Defense partnerships with the University of Florida, the University of Texas–San Antonio, and Baylor University. The authors describe the application process for military neurosurgery residency and highlight the training imparted to residents in a busy academic and level I trauma center at the University of Florida, with a focus on how case variety and volume at this particular civilian-partnered institution produces neurosurgeons who are prepared for the complexities of the battlefield. Further emphasis is also placed on collaboration for research as well as continuing education to maintain the skills of nondeployed neurosurgeons. With ongoing uncertainty regarding future conflict, it is critical to preserve and expand these civilian-military partnerships to maintain a standard level of readiness in order to face the unknown with the confidence befitting a military neurosurgeon.
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Limoges, Natalie, Erin D’Agostino, Aaron Gelinne, et al. "Pediatric neurosurgery training during residency in the United States: a program director survey." Journal of Neurosurgery: Pediatrics 26, no. 1 (2020): 6–12. http://dx.doi.org/10.3171/2020.1.peds19662.

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OBJECTIVEPediatric neurosurgery is a core component of neurosurgical residency training. Pediatric case minimums are established by the Neurosurgery Residency Review Committee of the Accreditation Council for Graduate Medical Education (ACGME). Case minimums, by themselves, allow for great variability in training between programs. There are no prior data on how the residency programs meet these requirements. The authors’ objective was to gather information on pediatric neurosurgical education among the ACGME-accredited neurosurgery training programs in order to shape further pediatric neurosurgical educational efforts.METHODSA 25-question survey about pediatric neurosurgical education was created by the Education Committee of the Section on Pediatric Neurological Surgery of the American Association of Neurological Surgeons/Congress of Neurological Surgeons and distributed to program directors of all 111 ACGME-accredited neurosurgery training programs.RESULTSThe response rate was 77% (86/111). In 55% of programs the residents are rotated to a responder-designated “freestanding” children’s hospital, and 39% of programs rotate residents to a children’s hospital within a larger adult hospital or a general hospital. There are 4 or fewer pediatric neurosurgical faculty in 91% of programs. In 12% of programs less than 100 cases are performed per year, and in 45% more than 500 are performed. In 31% of responding neurosurgery residency programs there is also a pediatric neurosurgery fellowship program supported by the same sponsoring institution. Seventy-seven percent of programs have at least one specific pediatric neurosurgery rotation, with 71% of those rotations occurring during postgraduate year 3 and 50% occurring during postgraduate year 4. The duration of pediatric rotation varies from no specific rotation to more than 1 year, with 48% of residents spending 4–6 months on a pediatric rotation and 12% spending 7–11 months. Last, 17% of programs send their residents to external sites sponsoring other residency programs for their pediatric rotation.CONCLUSIONSThere is great variety between neurosurgery training programs with regard to resident education in pediatric neurosurgery. This study’s data will serve as a baseline for future studies, and the authors hope the findings will guide further efforts in pediatric neurosurgical education in residency training programs.
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Planchard, Ryan, Daniel Lubelski, Jeff Ehresman, and Daniel Sciubba. "Telemedicine and remote medical education within neurosurgery." Journal of Neurosurgery: Spine 33, no. 4 (2020): 549–52. http://dx.doi.org/10.3171/2020.5.spine20786.

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de Sousa, AtosA. "Education in neurosurgery in the internet era." Asian Journal of Neurosurgery 8, no. 1 (2013): 1. http://dx.doi.org/10.4103/1793-5482.110267.

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Arnold, PaulM, and ParkerE Bohm. "Simulation and resident education in spinal neurosurgery." Surgical Neurology International 6, no. 1 (2015): 33. http://dx.doi.org/10.4103/2152-7806.152146.

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Gajjar, Avi A., and Cargill H. Alleyne. "NeurosurGen, Inc.: an academic ancestry database for neurosurgery." Journal of Neurosurgery, November 1, 2024, 1–5. https://doi.org/10.3171/2024.7.jns232995.

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OBJECTIVE The mission of NeurosurGen, Inc., is to compile and maintain genealogical data on every neurosurgeon in the US and, eventually, the world. METHODS NeurosurGen’s data were compiled from professional organizations, the internet, and historical neurosurgery archives. RESULTS The NeurosurGen database (https://www.NeurosurGen.com/) meticulously records the lineage and demographic characteristics of over 8800 neurosurgeons, unveiling a pronounced male dominance at 92.96% and cataloging a rich ethnic tapestry with 3399 neurosurgeons identified as White, Asian, Black, and Hispanic. Harvey W. Cushing’s monumental influence is evident, with his name recurring 426 times, anchoring the academic roots of many in the field. Data analysis underscores the pivotal role of institutions such as Brigham and Women’s Hospital, Columbia University, Massachusetts General Hospital, Montral Neurological Institute, and Johns Hopkins University in molding neurosurgical leaders, reflecting their historical and contemporary impact on the discipline. Moreover, the project shines a light on the strides toward inclusivity within neurosurgical education, spotlighting institutions that stand out for their contributions to diversifying the field by training significant numbers of female, Asian, Black, and Hispanic neurosurgeons, marking a progressive shift toward a more inclusive neurosurgical community. CONCLUSIONS NeurosurGen offers a myriad of benefits, including the preservation of the rich history of neurosurgery and the fostering of camaraderie among its practitioners.
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Waack, Andrew L., Jason L. Schroeder, and Alastair T. Hoyt. "Sanford Larson, MD, PhD: a pioneering neurosurgeon, scientist, and educator." Journal of Neurosurgery, October 1, 2023, 1–6. http://dx.doi.org/10.3171/2023.7.jns23256.

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Dr. Sanford Larson, MD, PhD (1929–2012), was an influential figure in spinal neurosurgery. Dr. Larson played a pivotal role in establishing neurosurgery’s foothold in spinal surgery by serving as the inaugural chair of the Joint Section on Disorders of the Spine and Peripheral Nerves and as a president of the Cervical Spine Research Society. He made many advances in spine care, most notably the modification and popularization of the lateral extracavitary approach to the thoracolumbar spine. Dr. Larson established the neurosurgery residency program at the Medical College of Wisconsin; he also instituted the program’s spine fellowship, the first in the United States for neurological surgeons. His mentorship produced numerous leaders in organized neurosurgery and neurosurgical education, including Edward Benzel, MD, Dennis Maiman, MD, PhD, Joseph Cheng, MD, Shekar Kurpad, MD, PhD, and Christopher Wolfla, MD. Dr. Larson was a prominent leader in spinal neurosurgery and his legacy carries on today through his contributions to research, education, and surgical technique.
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Josué, Brito. "História e legado de Harvey Williams Cushing." Ciencia Life 1, no. 2 (2024). https://doi.org/10.5281/zenodo.11637203.

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Harvey Williams Cushing, a renowned neurosurgeon of the 20th century, is recognized as the "father of modern neurosurgery" due to his significant contributions to the field. This paper highlights his education, experiences, and achievements throughout his medical career. Born in 1869 in Cleveland, Ohio, Cushing received his medical education at Harvard Medical School. His influence extended beyond the borders of the United States, with studies in Europe and international collaborations. He was a pioneer in the use of monitoring techniques during brain surgeries and in describing the Cushing triad as an indicator of severe intracranial hypertension. Cushing was also one of the founders of neurosurgery as a recognized specialty, and his contributions revolutionized surgical practice and understanding of neurological conditions, including Cushing's syndrome. His legacy continues to endure in medical practice and the ongoing development of neurosurgery.
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Nguyen, Brandon A., Parth P. Parikh, Andrew Nguyen, et al. "Alfred Washington Adson: Perspectives on Intracranial Neurosurgery and the Responsibilities of the Neurosurgeon." Neurosurgery, November 16, 2023. http://dx.doi.org/10.1227/neu.0000000000002758.

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In a period when the budding field of neurosurgery was believed to have little promise, Dr Alfred Washington Adson founded and led the first neurosurgical department at Mayo Clinic. He was not without reservations—surgical intervention for neurological conditions was rarely pursued because of poor outcomes and high complication rates, and Dr Adson acknowledged his early concerns about the future of neurosurgery in his memoirs. However, his education, mentorship, his training, and his first neurosurgical cases helped to shape the impact he ultimately had on the field and his legacy as a neurosurgeon. Dr Adson trained with several renowned Mayo general surgeons, notably his mentor Dr Emil Beckman, whose desire for operative precision shaped Dr Adson's drive to develop his own skills as a surgeon. Two years into his residency, he became the youngest staff surgeon and was tasked with managing the neurosurgical cases at Mayo. The five neurosurgical cases overseen by Dr Adson in the next year illuminated the opportunity for neurosurgery to drastically improve the lives of patients. Dr Adson, given the option of continuing as either a general surgeon or a neurosurgeon, ultimately chose to pursue neurosurgery. This article seeks to provide a historical perspective on the neurosurgeon Dr Alfred Washington Adson using primary and secondary accounts from the Mayo archives, highlighting his contributions to the early understanding of intracranial pathology and how his early experiences as a trainee developed into a personal passion for self-improvement, education, and advocacy for health care in America.
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Shlobin, Nathan A., Shelly Sharma, Michael G. DeCuypere, and Sandi Lam. "Educating the Next Generation of Global Neurosurgeons: Education for Medical Students Interested in Global Pediatric Neurosurgery." JOURNAL OF GLOBAL NEUROSURGERY 2, no. 1 (2022). http://dx.doi.org/10.51437/jgns.v2i1.62.

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Objective: Education is a critical component of global pediatric neurosurgery with increasing attention being placed on the role of medical students in global neurosurgery. We provide a background of education for medical students interested in global pediatric neurosurgery, present existing pediatric neurosurgery resources with a focus on virtual modalities, and describe the need to create accessible resources for medical students.
 
 Methods: A narrative and anecdotal review was performed.
 
 Results: Education of medical students regarding pediatric neurosurgery is particularly important due to multidisciplinary collaboration and advocacy. Benefits of virtual education include accessibility across the world, convenience, easily updatable nature, incorporation of multimedia, minimal cost, and personalization. Existing online resources include courses focused on medical webinars, general courses, on-demand content, journals, online simulation, and social media. Few resources focused exclusively on medical students exist in pediatric neurosurgery, and none address the intersection of pediatric neurosurgery and global neurosurgery. Additional educational resources that incorporate neurosurgical knowledge with special applicability to the medical student population will capture the interest of medical students, while those incorporating global health elements will develop a commitment to global neurosurgery.
 
 Conclusion: Education of medical students is important for the sustainability of global pediatric neurosurgery. The development of educational resources for medical students interested in global pediatric neurosurgery should be encouraged.
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"Neurosurgery Research and Education Foundation." Journal of Neurosurgery 111, no. 1 (2009): 201–2. http://dx.doi.org/10.3171/jns.2009.110.06.nref09.

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"Neurosurgery Research and Education Foundation." Journal of Neurosurgery 115, no. 1 (2011): 196–200. http://dx.doi.org/10.3171/jns.2011.115.1.1.

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"Neurosurgery Research and Education Foundation." Journal of Neurosurgery 109, no. 1 (2008): 167–69. http://dx.doi.org/10.3171/jns/2008/109/7/0167.

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"Foundation for International Education in Neurosurgery." Journal of Neurosurgery 80, no. 2 (1994). http://dx.doi.org/10.3171/jns.1994.80.2.0352.

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Woodfield, Julie, Jared Reese, Roger Hartl, and Jack Rock. "Continuing Education for Global Neurosurgery Graduates." Neurosurgery Clinics of North America, July 2024. http://dx.doi.org/10.1016/j.nec.2024.05.006.

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Shlobin, Nathan A., Yosef Ellenbogen, Mojgan Hodaie, and Gail Rosseau. "Education and Training in Global Neurosurgery." Neurosurgery Clinics of North America, June 2024. http://dx.doi.org/10.1016/j.nec.2024.05.005.

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Kato, Y., B. S. Liew, A. A. Sufianov, et al. "Review of global neurosurgery education: Horizon of Neurosurgery in the Developing Countries." Chinese Neurosurgical Journal 6, no. 1 (2020). http://dx.doi.org/10.1186/s41016-020-00194-1.

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Asfaw, Zerubabbel K., Tsegazeab Laeke, Abenezer T. Aklilu, et al. "Neurosurgery resident education in Ethiopia: a cross-sectional study, history, and future educational opportunities." Journal of Neurosurgery, August 1, 2023, 1–9. http://dx.doi.org/10.3171/2023.6.jns23485.

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OBJECTIVE An adequate healthcare workforce characterizes high-quality health systems. Sustainable domestic neurosurgery training is critical to developing a local neurosurgical workforce in low- and middle-income countries (LMICs). This study evaluated how neurosurgical training is delivered in Ethiopia, provides a historical narrative of neurosurgery training in the nation, and proposes future educational opportunities. METHODS A mixed-methods design consisting of a semi-structured interview and a comprehensive survey was used to acquire data. The interview participants included neurosurgery program directors and faculty involved in resident education. The survey was sent to all current neurosurgery residents in Ethiopia. RESULTS Ethiopian neurosurgical service began in 1970, and neurosurgical education started in 2006 with the establishment of the Addis Ababa University (AAU) residency program. The survey response rate was 86%, with 69 of 80 eligible neurosurgery residents responding. Most respondents were male (93%), aged 20–25 years (62%), and enrolled in the AAU program (61%). The oldest medical schools affiliated with tertiary hospitals were the top feeder institutions for neurosurgery training. Seventy-one percent of respondents worked for more than 60 hours/week, and 52% logged at least 100 cases annually. Survey responses demonstrated a critical need to establish subspecialty training and harmonize the national training curriculum. CONCLUSIONS The history of Ethiopian neurosurgery training exemplifies how global neurosurgery efforts focused on capacity building can rapidly expand the local neurosurgical workforces of LMICs. Opportunities for neurosurgical education require initiatives promoting a subspecialized, diverse workforce that attains both the clinical and academic proficiency necessary for advancing neurosurgical care locally and globally.
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Pugazenthi, Sangami, Aseeyah A. Islam, Walavan Sivakumar, et al. "Assessing opportunities for formal exposure to clinical neurosurgery within United States allopathic medical education curricula." Journal of Neurosurgery, December 1, 2022, 1–7. http://dx.doi.org/10.3171/2022.11.jns221484.

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OBJECTIVE The objective of this study was to evaluate opportunities for early clinical exposure to neurosurgery at US allopathic medical schools and to assess associations between early exposure and recruitment into neurosurgery. METHODS The authors conducted a standardized review of online curriculum documentation for all US allopathic medical schools, including descriptive review of opportunities for clinical neurosurgical training among medical students. Chi-square analysis was used to compare baseline characteristics of institutions. Logistic regression was performed to assess factors predictive of early exposure to clinical neurosurgery, defined as completion of a formal rotation at least 6 months prior to Electronic Residency Application Service submission. RESULTS Among 155 allopathic US medical schools, 143 are fully accredited by the Liaison Committee on Medical Education. Eleven schools have no affiliated hospitals with a neurosurgery practice, and 26 do not have an American Association of Neurological Surgeons (AANS) medical student chapter. Overall, 94 (60.6%) have a traditional preclinical curriculum lasting 21–25 months, 50 (32.3%) offer an intermediate preclinical period of 15–20 months, and 11 (7.1%) report a short preclinical curriculum of 12–14 months. Early formal exposure to clinical neurosurgery was offered by 113 schools (72.9%). Early clinical exposure to neurosurgery was associated with a short (100%) or intermediate (76%) preclinical curriculum, as compared with a traditional curriculum (68.1%; p = 0.066). Early exposure was significantly associated with a shorter preclinical curriculum (OR 0.784, p = 0.005). AANS medical student chapters were present at a high majority of schools with early exposure (OR 4.114, p = 0.006). Medical schools with a higher percentage of graduating medical students matching into neurosurgery were associated with a shorter preclinical curriculum length (β = −0.287, p < 0.001), were more commonly private medical schools (β = 0.338, p < 0.001), and had early clinical exposure to neurosurgery (β = 0.191, p = 0.032). CONCLUSIONS Early exposure to clinical neurosurgery is available at most US allopathic medical schools and is associated with shorter preclinical curricula and institutions with AANS medical student chapters. Medical schools with a higher proportion of medical students entering neurosurgery had a shorter preclinical curriculum length and early clinical exposure to neurosurgery. Further study is recommended to characterize the impact of early exposure on long-term pedagogical outcomes.
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Tomei, Krystal L., Tiffany R. Hodges, Ellie Ragsdale, Tyler Katz, Marjorie Greenfield, and Jennifer A. Sweet. "Best practices for the pregnant neurosurgical resident: balancing safety and education." Journal of Neurosurgery, November 1, 2022, 1–8. http://dx.doi.org/10.3171/2022.9.jns221727.

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Establishment of a diverse neurosurgical workforce includes increasing the recruitment of women in neurosurgery. The impact of pregnancy on the training and career trajectory of female neurosurgeons poses a barrier to recruitment and retention of women in neurosurgery. A recent Women in Neurosurgery survey evaluated female neurosurgeons’ perception and experience regarding childbearing of female neurosurgeons and identified several recommendations regarding family leave policies. Additionally, pregnancy may carry higher risk in surgical fields, yet little guidance exists to aid both the pregnant resident and her training program in optimizing the safety of the training environment with specific considerations to risks inherent in neurosurgical training. This review of current literature aims to address best practices that can be adopted by pregnant neurosurgery residents and their training programs to improve the well-being of these residents while considering the impact on their education and the educational environment for their colleagues.
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Lee, K. S., J. J. Y. Zhang, A. Alamri, and A. Chari. "133 Neurosurgery Education in The Medical School Curriculum: A Scoping Review." British Journal of Surgery 108, Supplement_2 (2021). http://dx.doi.org/10.1093/bjs/znab134.117.

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Abstract Introduction Worldwide, there is no specific medical school curriculum in neurosurgery despite a high burden of neurosurgical disease that is often assessed, investigated and managed by generalists. This scoping review was carried out to map available evidence pertaining to the provision of neurosurgery education in the medical school curriculum across the world. Method This review was conducted in accordance to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews. Results Ten studies were included. Six were from the United Kingdom, two from the United States, and one each from Canada and Ireland. Two studies evaluated perceptions of both medical students and practicing clinicians, five studies evaluated the perceptions of medical students and three studies reported perceptions of clinicians only. Three main themes were identified. Neurosurgery was perceived as an important part of the general medical student curriculum. Exposure to neurosurgery teaching was varied but when received, deemed useful and students were keen to receive more. Interest in a neurosurgical career amongst medical students was high. Conclusions There is a lack of a specialty-specific medical school curriculum and variability of medical students’ exposure to neurosurgery teaching exists. Our findings highlight the need to systematically assess specialty-specific teaching and determine adequacy.
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Thiong’o, Grace M., Mark Bernstein, and James M. Drake. "3D printing in neurosurgery education: a review." 3D Printing in Medicine 7, no. 1 (2021). http://dx.doi.org/10.1186/s41205-021-00099-4.

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Abstract Objectives The objectives of this manuscript were to review the literature concerning 3D printing of brain and cranial vault pathology and use these data to define the gaps in global utilization of 3D printing technology for neurosurgical education. Methods Using specified criteria, literature searching was conducted to identify publications describing engineered neurosurgical simulators. Included in the study were manuscripts highlighting designs validated for neurosurgical skill transfer. Purely anatomical designs, lacking aspects of surgical simulation, were excluded. Eligible manuscripts were analyzed. Data on the types of simulators, representing the various modelled neurosurgical pathologies, were recorded. Authors’ countries of affiliation were also recorded. Results A total of thirty-six articles, representing ten countries in five continents were identified. Geographically, Africa as a continent was not represented in any of the publications. The simulation-modelling encompassed a variety of neurosurgical subspecialties including: vascular, skull base, ventriculoscopy / ventriculostomy, craniosynostosis, skull lesions / skull defects, intrinsic brain tumor and other. Finally, the vascular and skull base categories together accounted for over half (52.8 %) of the 3D printed simulated neurosurgical pathology. Conclusions Despite the growing body of literature supporting 3D printing in neurosurgical education, its full potential has not been maximized. Unexplored areas of 3D printing for neurosurgical simulation include models simulating the resection of intrinsic brain tumors or of epilepsy surgery lesions, as these require complex models to accurately simulate fine dissection techniques. 3D printed surgical phantoms offer an avenue for the advancement of global-surgery education initiatives.
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"Continuing education in neurosurgery: calendar of events." Neurosurgery 16, no. 4 (1985): 585–88. http://dx.doi.org/10.1097/00006123-198504000-00026.

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"Continuing education in neurosurgery: calendar of events." Neurosurgery, January 1, 1985. http://dx.doi.org/10.1097/00006123-198501000-00029.

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"Continuing education in neurosurgery: Calendar of events." Neurosurgery 27, no. 4 (1990): 662–67. http://dx.doi.org/10.1227/00006123-199010000-00035.

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"Continuing education in neurosurgery: Calendar of events." Neurosurgery 27, no. 5 (1990): 847–52. http://dx.doi.org/10.1227/00006123-199011000-00032.

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"Continuing education in neurosurgery: Calendar of events." Neurosurgery 27, no. 6 (1990): 1029–33. http://dx.doi.org/10.1227/00006123-199012000-00032.

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"Continuing education in neurosurgery: Calendar of events." Neurosurgery 28, no. 1 (1991): 169–73. http://dx.doi.org/10.1227/00006123-199101000-00031.

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"Continuing education in neurosurgery: Calendar of events." Neurosurgery 28, no. 2 (1991): 336–40. http://dx.doi.org/10.1227/00006123-199102000-00031.

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"Continuing education in neurosurgery: Calendar of events." Neurosurgery 28, no. 3 (1991): 483. http://dx.doi.org/10.1227/00006123-199103000-00034.

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"Continuing education in neurosurgery: Calendar of events." Neurosurgery 28, no. 4 (1991): 631–37. http://dx.doi.org/10.1227/00006123-199104000-00034.

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"Continuing education in neurosurgery: Calendar of events." Neurosurgery 28, no. 5 (1991): 781–87. http://dx.doi.org/10.1227/00006123-199105000-00029.

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"Continuing education in neurosurgery: Calendar of events." Neurosurgery 28, no. 6 (1991): 934–39. http://dx.doi.org/10.1227/00006123-199106000-00037.

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"Continuing education in neurosurgery: calendar of events." Neurosurgery 16, no. 1 (1985): 123–27. http://dx.doi.org/10.1227/00006123-198501000-00029.

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"Continuing education in neurosurgery: calendar of events." Neurosurgery 16, no. 2 (1985): 275–79. http://dx.doi.org/10.1227/00006123-198502000-00033.

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"Continuing education in neurosurgery: calendar of events." Neurosurgery 16, no. 3 (1985): 437–41. http://dx.doi.org/10.1227/00006123-198503000-00030.

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