RESEARCH ARTICLE OPEN ACCESS

Curriculum Innovations: A Social Media–Based

Educational Curriculum Improves Knowledge for
Trainees in Neurocritical Care
Results of a Stratified Randomized Study
Ronald Alvarado-Dyer, MD, Faddi G. Saleh Velez, MD, Hera A. Kamdar, MD, Naomi Niznick, MD, Correspondence
Elizabeth Carroll, MD, Carlos Castillo-Pinto, MD, Melvin Parasram, DO, Dearbhla Kelly, MD, Dr. Alvarado-Dyer
Shweta Goswami, MD, Mikel S. Ehntholt, MD, Neha S. Dangayach, MD, MSCR, Marc-Alain Babi, MD, Ronald.Alvarado-Dyer@
Ahmad Riad Ramadan, MD, Christos Lazaridis, MD, Catherine Albin, MD, and Nicholas A. Morris, MD ouhealh.com

®
Neurology Education 2023;2:e200087. doi:10.1212/NE9.0000000000200087

Abstract
Introduction and Problem Statement
The Neurocritical Care (NCC) Society Resident and Fellow Task Force’s NEURON study
concluded that learners had significant concerns regarding the need for educational improve-
ment in NCC. To address these shortcomings, we identified the lack of an educational cur-
riculum for trainees in NCC and developed a Twitter-based educational curriculum for trainees
to improve knowledge in NCC.

Objectives
The objectives of this study were to describe the pathophysiology, delineate a systematic
diagnostic approach, and apply evidence-based strategies in the management of diseases in
NCC.

Methods and Curriculum Description

Ten trainees developed a Tweetorial (educational content available on Twitter)–based cur-
riculum, with individual review by at least 2 NCC faculty. Learners were recruited through
Twitter and randomized to 1 of 2 groups in a wait-list control prospective study. Group 1
completed the curriculum in the first 6 months of the 2021–2022 academic year, and group 2
completed the curriculum in the second half. Tweetorials were posted weekly on a private
Twitter account only available to the active learner group. Learners were assessed by a multiple-
choice format test (written by the trainees and reviewed by faculty) at 3 time points: before the
first Tweetorial was released (preeducational curriculum assessment), after group 1 completed
all tutorials and before group 2 started the curriculum (assessment 1), and after both groups
finished (assessment 2). The primary outcome was the mean score on the second and third
assessments.

Results and Assessment Data

One hundred forty-six learners were assigned to group 1 or 2 using stratified block randomi-
zation including 99 (68%) Neurology residents, 81 (55%) US-based. Each group was com-
posed of 73 participants. A total of 20 Tweetorials were published on a private Twitter account
(@NeurocriticalE). Completed assessments were obtained from 100, 32, and 18 learners for

From the Department of Neurology (R.A.-D., C.L.), University of Chicago Medical Center, University of Chicago, IL; Department of Neurology (F.G.S.V.), The University of Oklahoma
Health Sciences Center, Oklahoma City; Department of Neurology (H.A.K.), Massachusetts General Hospital and Brigham and Women Hospital, Harvard Medical School, Boston;
Department of Medicine (Neurology; Critical Care) (N.N.), The Ottawa Hospital, Ontario, Canada; Department of Neurology (E.C.), Columbia University Medical Center; Department
of Neurology (E.C.), Cornell University School of Medicine, New York, NY; Department of Neurology (C.C.-P.), Seattle Children’s Hospital, University of Washington, Seattle; De-
partment of Neurology (M.P.), Yale School of Medicine, New Haven, CT; Department of Intensive Care Medicine (D.K.), St. James’s Hospital, Dublin, and Global Brain Health Institute,
Trinity College Dublin, Ireland; Department of Neurology (S.G.), University of Florida, Gainesville; Department of Neurology (M.S.E.), University of Pennsylvania, Philadelphia, PA;
Department of Neurology (N.S.D.), Icahn School of Medicine at Mount Sinai, New York, NY; Department of Neurology and Neurosurgery (M.-A.B.), Neurological Institute, Cleveland
Clinic Foundation (Florida), Port St. Lucie; Department of Neurology (A.R.R.), Henry Ford Health, Detroit, MI; Department of Neurology and Neurosurgery (C.A.), Emory University
School of Medicine, Atlanta, GA; and Department of Neurology (N.A.M.), Program in Trauma, University of Maryland School of Medicine, Baltimore.

Go to Neurology.org/NE for full disclosures. Funding information and disclosures deemed relevant by the authors, if any, are provided at the end of the article.
This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0 (CC BY), which permits unrestricted use, distribution, and reproduction in any
medium, provided the original work is properly cited.

Copyright © 2023 American Academy of Neurology 1

 Glossary
APP = advanced practice provider; NCC = neurocritical care; NCCU = NCC unit; NICU = neurologic intensive care unit;
REDCap = Research Electronic Data Capture.
the pre-educational curriculum assessment, assessment 1, and assessment 2, respectively. Group 1 and group 2 performed
similarly in the pre-educational curriculum assessment. A potential for knowledge improvement was observed in group 1 at
assessments 1 and 2 when compared with the learner group 2. Group 1 had more impressions, engagements, likes, URL clicks,
and media views.
Discussion and Lessons Learned
Although there was some learner attrition, our study demonstrates that social media can effectively deliver educational content
and engage a diverse group of trainees around the globe.
Introduction and Problem Statement
Physician trainees and advanced practice providers (APPs)
often provide frontline care to critically ill neurologic and
neurosurgical patients in the neurologic intensive care unit
(NICU). Despite the establishment of neurocritical care
(NCC) units (NCCUs) in academic centers across the
United States, a 2012 survey of neurology residency directors
revealed that only 56% of neurology residency programs have
a dedicated NCCU rotation, and even across these programs,
formal training in NCC is highly variable.1,2 When the Neu-
rocritical Care Society Resident and Fellow Task Force’s
NEURON study surveyed neurology residents across the
United States and 1 international NCC training program, they
found that residents had significant concerns regarding the
need for educational improvement within the NCCU.3 Given
the demanding nature of the field, complex patient care,
and varying call schedules, there is also limited time for
and engagement with formal NCC didactics. We posited
that an on-demand, asynchronous learning solution
was needed to address educational gaps broadly across
NCCUs. Thus, we developed a novel Twitter-based edu-
cational curriculum for trainees and APPs to improve their
knowledge in NCC.
Social media has emerged as a relevant and growing tool for
medical education. Twitter offers a rich interactive platform
for disseminating educational content through Tweetorials,
which are collections of threaded or consecutive tweets aimed
at teaching users who engage with them.4 Furthermore, via
Twitter analytics, Twitter also offers the possibility of gauging
the interaction across followers with every individual tweet,
which provides valuable insight regarding the interaction be-
tween users and the educational content delivered via
Tweetorials. Tweetorials offer several features that are well
adapted to adult learners including asynchronous learning and
distilled points and require only a short investment of time to
read for independent learning. As such, these microteaching
posts are perfectly adapted “chalk talks” that can reach
2 Neurology: Education | Volume 2, Number 3 | September 2023
thousands of Twitter users. The coronavirus disease 2019
pandemic accelerated the adoption of social media platforms
such as Twitter, leveraging its independent, asynchronous,
interactive, and democratic features that flatten traditional
educational hierarchies.5
Despite its growing popularity, a gap exists in showing
evidence-based support for the educational efficacy of this
newly embraced platform, particularly within NCC. In this
study, we aimed to develop a social media–based NCC edu-
cational curriculum for trainees and APPs with the goal of
improving knowledge in NCC disorders and assess the
feasibility and efficacy of a Tweetorial-based educational
curriculum.
Curriculum Objectives
1. To describe the pathophysiology of diverse condi-
tions in NCC (Table 1).
2. To delineate a systematic approach in the diagnosis
of NCC disorders through case-based learning.
3. To apply evidence-based strategies in the manage-
ment of diseases in NCC.
We developed and delivered a Twitter-based NCC educa-
tional curriculum to all the registered participants.
Methods and Curriculum Description
Curriculum Design
We developed a wait-list control educational curriculum
among the recruited participants. The educational curriculum
was staggered. The participants randomized to group 1 had
the curriculum made available to them in the first half of the
2021–2022 academic year. The participants randomized to
group 2 had the curriculum made available to them in the
second half of the academic year. The educational curriculum
was designed to be delivered over 5–6 months.
Neurology.org/NE
Table 1 Educational Curriculum Topics
Topics Subtopics

Increased intracranial pressure Basics, monitoring and overview of management.

Ischemic stroke Anterior circulation ischemic stroke

Posterior circulation ischemic stroke

Intracerebral hemorrhage Supratentorial hemorrhage

Infratentorial hemorrhage

Subarachnoid hemorrhage Aneurysmal high-grade subarachnoid hemorrhage

Traumatic brain injury Blunt traumatic brain injury

Penetrating brain injury

Spinal cord injury Cervical spine injury

Status epilepticus Definition, pathophysiology, diagnosis, and treatment

Neuromuscular diseases Guillain-Barré syndrome and myasthenia gravis

Encephalitis/meningitis Etiology, diagnosis, and management

Toxic/metabolic syndromes Posterior reversible encephalopathy syndrome, serotonin syndrome, and neuroleptic malignant
syndrome.

Brain death Definition and algorithm

Ventilator management in the NCCU Basic concepts and applications in mechanical ventilation in the NICU

Basic NCCU pharmacology Anticoagulant and antiplatelet reversal, antihypertensive medications

Critical care nephrology in NCCU Diabetes insipidus

Syndrome of inadequate antidiuretic hormone secretion

Dialysis disequilibrium syndrome

Pediatric NCCU for neurology and non-neurology Pediatric stroke and pediatric traumatic brain injury
residents

Abbreviations: NCCU = neurocritical care unit; NICU = neurologic intensive care unit.

Participant’s Recruitment NCC management, several links to scientific references for

The study was advertised through the author’s Twitter ac-
counts during the enrollment period. Trainees and APPs in-
terested in participating in the educational curriculum
completed an initial survey (distributed through Research
Electronic Data Capture [REDCap]), which contained basic
demographic information, current level of training, location of
training, interest in NCC, prior rotation in an NCCU, if so,
the duration of the rotation, and whether they would like to
participate in the educational curriculum.
Curriculum Content: Tweetorials
Ten trainees (8 NCC fellows, 1 vascular neurology fellow, and
1 pediatric neurology fellow) developed the curriculum. Each
trainee wrote at least 1 case-based Tweetorial on an assigned
topic that was reviewed by at least 2 of 6 NCC faculty from
different academic institutions across the United States.
Tweetorials were posted on a private Twitter account
(@NeurocriticalE) on a weekly basis throughout the duration
of the curriculum for each learner group. Each Tweetorial
consisted of the following: a brief case presentation, initial
further review, key points of the pathology and management,
and at least 1 poll.
Educational Curriculum Outline/Syllabus
The curriculum was based on the published core curriculum
and competencies for advanced training in neurologic in-
tensive care (Table 1).6
Curriculum Learning Outcomes: Assessments
In addition to authoring tweetorials, the participating fellows
also collaborated in authoring a knowledge assessment test
with a total of 65 multiple-choice questions on the covered
topics. Each question was approved and verified by 6 board-
certified neurointensivists prior to being included (same 6
neurointensivists who reviewed the Tweetorials). Two of the
neurointensivists (N.A.M. and C.L.) were directly assigned by
the main investigator (R.A.-D.). The other 4 (N.S.D., M.-A.B.,
A.R.R., C.A.) were recruited through Twitter. A total of 5
questions were discarded. Any question-related discrepancy
was resolved by N.A.M. In the process of creating the

Neurology.org/NE Neurology: Education | Volume 2, Number 3 | September 2023 3

 Figure 1 Educational Curriculum’s Flowchart
assessments, we randomly sorted the questions into three 20-
question assessments. All the tests were delivered via RED-
Cap to each participant.
Before the initiation of the educational curriculum, all
participants were expected to complete a 20-question pre-
educational curriculum assessment to gauge baseline knowl-
edge. Assessment 1 was expected to be completed by all
participants after group 1 had finished the curriculum (but
before group 2 has started the curriculum), and assessment 2
was expected to be completed by all participants after both
learner groups completed the curriculum. The primary
learning outcome of our curriculum was the mean score on
the second and third assessments. The wait-list design con-
trolled for the expected learning or maturation effect that
takes place during a training program.
Twitter Metrics
The Twitter analytics website7 was used to gather Twitter
metrics after each learner group finished the educational
curriculum. We collected the number of impressions, en-
gagements, likes, URL clicks, and media views of all 20
published Tweetorials per learner group. Impressions were
defined as the number of times users saw a Tweet on
Twitter. Engagements were the number of times a user
interacted with a Tweet (clicked anywhere on the Tweet).
Likes indicated the number of times a user liked a Tweet.
URL clicks referred to the number of times a user clicked
on a website link within a Tweet. Media views denoted the
number of times a user interacted with images and videos in
a Tweet.
4 Neurology: Education | Volume 2, Number 3 | September 2023
Statistical Analysis
We reported participant’s tests scores and Twitter metrics
(impressions, engagements, likes, and social media views)
using standard descriptive statistics (e.g., mean and SD for
continuous normally distributed data and median and inter-
quartile range for non-normally distributed data). We com-
pared participants’ tests scores, as well as group 1 and 2
Twitter metrics using student unpaired t test. Differences
were considered significant with a p value <0.05. All analyses
were performed using Stata/MP (version 15.0; StataCorp.,
College Station, TX) and photon 3 software. Only complete
cases were analyzed at each time point. There was no
intention-to-treat analysis, and there was no data imputation.
Standard Protocol Approvals, Registrations,
and Patient Consents
The study was reviewed and approved by The University of
Chicago Institutional Review Board. A waiver of signed in-
formed consent was granted. Through an initial REDCap
survey, all the participants were provided an opportunity to
agree or decline to participate in the educational curriculum.
Data Availability
Data will be made available through request directed to the
corresponding author.
Results
Participants
A total of 146 learners participated (Figure 1). This included
99 (68%) neurology trainees and 45 (31%) trainees from
Neurology.org/NE
other specialties such as anesthesia, child neurology, internal
medicine, neurosurgery, emergency medicine, and pediat-
rics. Two participants (1%) were APPs. Of them, 81 (55%)
were US-based, while 65 (45%) were non-US-based. One
hundred (69%) had a dedicated NCCU at their institution.
Ninety-two (63%) were considering pursuing an NCC fel-
lowship. When comparing both groups, there was no sta-
tistically significant difference regarding the learners’ mean
age, sex (self-identified in the first REDCap survey), interest
in pursuing an NCC fellowship, and participants who had an
NCCU at their institution. Group 1 was composed of 57
(78%) neurology trainees, while group 2 had 42 (58%)
neurology trainees. Similarly, group 1 had more US-based
trainees when compared with group 2 (47 [64%] vs 34
[47%]) (Table 2).
Assessments
One hundred learners completed the pre-educational curric-
ulum assessment. Thirty-two learners completed assessment
1, and 18 learners completed assessment 2. Both learner
groups performed similarly in the pre-educational curriculum
assessment. A potential for knowledge improvement was
observed in group 1 at assessments 1 and 2 when compared
with that in learner group 2.
Twitter Metrics
Learner group 1 had overall more impressions, engagements,
likes, URL clicks, and media views than group 2 (Table 3). As
summarized in eTable 3 (links.lww.com/NE9/A39) and pre-
sented in Figure 2, group 1 had consistently higher engage-
ments throughout the curriculum.
Discussion and Lessons Learned
In this novel Tweetorial-based educational curriculum, we
found out the following: (1) our Tweetorial-based education
was able to reach learners with different backgrounds around
the globe but lacked sustained curricular engagement; (2) the
preliminary evaluation of our educational curriculum suggests
potential for improving knowledge in NCC as evidenced by
Table 2 Participant Characteristicsa
Group 1 Group 2
(n = 73) (n = 73)
Age, mean (SD) 31 (6.0) 31 (5.1)
Woman 34 (47) 25 (34)
US-based 47 (64) 34 (47)
Neurology trained 57 (78) 42 (58)
Dedicated NCCU 54 (74) 46 (63)
Interested in pursuing NCC fellowship 48 (66) 44 (60)
Abbreviations: NCC = neurocritical care; NCCU = NCC unit.
a
All data presented as n (%) unless otherwise specified.
Neurology.org/NE
Table 3 Twitter Metricsa
Group 1 Group 2
Impressions 1,577 (1,210–2,483) 959 (621–1,168)
Engagements 182 (148–276) 81 (59–105)
Likes 17 (13–28) 5 (3–6)
URL clicks 8 (4–16) 2 (0–6)
Media views 151 (130–213) 7 (40–86)
a
All data presented as median (interquartile range). Data represent the
median of all Tweetorials for each group.
the divergence in test scores between group 1 and group 2;
and (3) wait-list control studies delivered over social media
risk losing social media–based learners to follow-up.
Free, global, and easily accessible, Twitter has the ability to engage
trainees and other healthcare providers from around the world and
serve as a platform to provide medical education through many
formats including journal clubs, conferences, and webinars.5,8,9 Our
study was able to recruit learners from more than 22 countries
(eTables 1 and 2, links.lww.com/NE9/A39) and from several
medical specialties as well. This diverse group of learners partici-
pated in an innovative Tweetorial-based educational curriculum.
Tweetorial-based educational efforts lack data supporting their
efficacy. The divergence in tests scores between our 2 groups from
the preassessment to assessment 1 suggests knowledge improve-
ments are possible, although our results should be interpreted
cautiously in light of poor participant retention. A recent study of
Tweetorials from the CardioNerds Academy analyzed 7 cardiol-
ogy Tweetorials from 4 unique authors that found that the mean
proportion of respondents felt comfortable with a given topic
increased from 24.7% to 72.9% after completing a Tweetorial.10
Our study builds on this work by suggesting that knowledge may
actually increase, a higher-order learning outcome.11
While both groups performed similarly on the baseline as-
sessment, group 1 scored better on the second and third
assessments, showing minimal knowledge decay. By contrast,
group 2 did not seem to benefit from the curriculum, possibly
due to poor engagement, evidenced by their Twitter metrics.
A plausible explanation for a lower engagement rate in the
second learner group is the methodology of wait-list–
controlled studies that may lead to more attrition as other
content vies for learner attention. Malcom Knowles’ adult
learning theory suggests that adults are most interested in
learning that has immediate relevance and impact.12 The slow
incremental deployment of our curriculum may have delayed
its delivery to the point that group 2 learners had moved
beyond the initial engagement on social media that inspired
their participation. We had segmented the curriculum in this
way to align with Mayer’s principles of multimedia learning.
According to Mayer,13 learners have limited capacity to their
Neurology: Education | Volume 2, Number 3 | September 2023 5
 Figure 2 Engagements per Tweetorial
processing powers and learn better when messages are pre-
sented in user-paced segments rather than as a continuous
unit. While this may be true, the peripatetic nature of resi-
dency training may demand that the subspecialized curricu-
lum is delivered during the relevant clinical rotations lest all
but the most intrinsically motivated learners be lost. Future
studies of subspecialty education may need to account for this.
An alternative explanation would be that group 1 was in-
herently more motivated than group 2 and that this motiva-
tion could have led to group 1 learning more about NCC
independent of our curriculum. The imbalance in trainee
background is another possible explanation for the difference
in performance between both learner groups because group 1
had more Neurology trainees compared with group 2, and the
maturation effect is expected to be greater in Neurology trainees.
Another possible explanation for the difference in performance
between both learner groups is the presence of differential
dropout, particularly given the considerable decrement in the
number of participants completing all the assessments. Last,
while NCC training is quite diverse throughout the world, we
have no objective evidence to believe the country of origin or
location of training played a substantial role in the score variation
or engagement between both learner groups.
Twitter has emerged as an innovative platform that can ef-
fectively deliver educational content and engage diverse
groups of healthcare professionals around the world. Our
novel educational curriculum was able to reach learners from
across 23 countries. On average, the learners accessed our
educational material multiple times as measured by the
number of engagements obtained via Twitter metrics. We
followed expert advice in developing our Tweetorials, yet
best practices for Tweetorials remain to be elucidated.14,15
Future research should focus on answering important
questions to help optimize Tweetorial-based education,
including how to maintain learner engagement through a
6 Neurology: Education | Volume 2, Number 3 | September 2023
longitudinal curriculum and how to assess outcomes. Our
Tweetorial-based educational curriculum embraces the
andragogy theory of adult education, which is based on self-
directed, self-efficacious, problem-centered, independent
and constructive methods.16 In addition, these micro-
teaching threads are innovations in medical education be-
cause they are a novel teaching method that involve creation,
integration, and application and thus merit inclusion within
the Educational Scholarship through social media as defined
by Holmboe et al.17
Because our Twitter profile (@NeurocriticalE) and curricu-
lum was made available publicly in July 2022, it has garnered
1,395 followers, highlighting its expansive reach.
Our study has several limitations. There were more neurology
trainees in group 1 than in group 2 despite randomization,
although this difference was not statistically significant. There
was a dramatic reduction in the number of participants who
completed each assessment; however, the reductions were
similar in each group. In addition, we were not able to assess
Twitter metrics at an individual participant level, which would
have allowed us to determine whether increased engagement
with the curriculum led to more knowledge transfer. We also
lacked qualitative feedback from the participants. Regarding
our assessments, our multiple-choice–based assessments
lacked measures of validity outside of internal content validity.
We also lacked international diversity in the participating
NCC faculty. Finally, our findings may have been biased to-
ward more engagement with the platform because we
recruited our learners on Twitter and they volunteered to take
part. We do not know whether learners who do not already
actively use Twitter would have interacted with our curricu-
lum as favorably if assigned to it as part of a training program.
A Twitter-based educational curriculum disseminates teach-
ing and improves knowledge in engaged learners. It is a low-
Neurology.org/NE
resourced curriculum that worldwide neurosciences educa-
tors can design and adapt for their own learning needs and Appendix (continued)
context. Furthermore, given the educational modality, Name Location Contribution
worldwide collaborations and partnerships are possible in
curriculum design, delivery, and evaluation. Twitter may be Dearbhla Department of Intensive Drafting/revision of the
Kelly, MD Care Medicine, St James’s article for content, including
a valuable adjunct tool for learning and teaching in acade- Hospital, Dublin, and Global medical writing for content
mia. Further research is necessary to discover best research Brain Health Institute, Trinity
College Dublin, Ireland
designs for evaluating this platform. Best practices for
consistent, longitudinal learner engagement also remain to Shweta Department of Neurology, Drafting/revision of the
Goswami, University of Florida, article for content, including
be defined. MD Gainesville medical writing for content

Mikel S. Department of Neurology, Drafting/revision of the

Study Funding Ehntholt, University of Pennsylvania, article for content, including
No targeted funding reported. MD Philadelphia medical writing for content

Neha S. Department of Neurology, Drafting/revision of the

Disclosure Dangayach, Icahn School of Medicine at article for content, including
The authors report no disclosures relevant to the manuscript. MD, MSCR Mount Sinai, New York, NY medical writing for content

Go to Neurology.org/NE for full disclosures. Marc-Alain Department of Neurology Drafting/revision of the

Babi, MD and Neurosurgery, article for content, including
Neurological Institute, medical writing for content
Publication History Cleveland Clinic Foundation
Received by Neurology: Education November 20, 2022. Accepted in final (Florida), Port St. Lucie
form June 5, 2023. Submitted and externally peer reviewed. The Ahmad Riad Department of Neurology, Drafting/revision of the
handling editor was Editor Roy Strowd III, MD, MEd, MS. Ramadan, Henry Ford Health, Detroit, article for content, including
MD MI medical writing for content

Christos Department of Neurology, Drafting/revision of the

Appendix Authors
Name Location
Ronald Department of Neurology,
Alvarado- University of Chicago Medical
Dyer, MD Center, University of Chicago,
IL; Current affiliation:
Department of Neurology,
OU Health University of
Oklahoma Medical Center,
Oklahoma City
Faddi G. Department of Neurology,
Saleh Velez, The University of Oklahoma
MD Health Sciences Center,
Oklahoma City
Hera A. Department of Neurology,
Kamdar, Massachusetts General
MD Hospital and Brigham and
Women Hospital, Harvard
Medical School, Boston
Naomi Department of Medicine
Niznick, MD (Neurology; Critical Care),
The Ottawa Hospital,
Ontario, Canada
Elizabeth Department of Neurology,
Carroll, MD Columbia University Medical article for content, including
Center; Department of
Neurology, Cornell University
School of Medicine, New
York, NY
Carlos Department of Neurology,
Castillo- Seattle Children’s Hospital,
Pinto, MD University of Washington,
Seattle
Melvin Department of Neurology, Drafting/revision of the
Parasram, Yale School of Medicine, New article for content, including
DO Haven, CT medical writing for content
Contribution
Drafting/revision of the
article for content, including
medical writing for content;
major role in the acquisition
of data; study concept or
design; and analysis or
interpretation of data
Drafting/revision of the article
for content, including medical
writing for content; study
concept or design; and analysis
or interpretation of data
Drafting/revision of the
article for content, including
medical writing for content
Drafting/revision of the
article for content, including
medical writing for content
Drafting/revision of the
medical writing for content
Drafting/revision of the
article for content, including
medical writing for content
Lazaridis, University of Chicago Medical article for content, including
MD Center, University of Chicago, medical writing for content;
IL study concept or design
Catherine Department of Neurology Drafting/revision of the
Albin, MD and Neurosurgery, Emory article for content, including
University School of medical writing for content;
Medicine, Atlanta, GA study concept or design
Nicholas A. Department of Neurology, Drafting/revision of the
Morris, MD Program in Trauma, article for content, including
University of Maryland medical writing for content;
School of Medicine, study concept or design; and
Baltimore analysis or interpretation of
data
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