Neurology Study Guide : Oral Board Examination Review

TheideaofabooktohelpneurologistspreparefortheoralpartoftheNeurologyBoard Examination stemmed from numerous exchanges with colleagues on how they prepared for this important exam. Nobody seemed to have the magic formula to maximize their chancesofpassingandtherewerewidedisparitiesofopiniononwhattheyconsideredthe best preparation. Some recommendations were based on often inaccurate impressions, otherswerethedistortedproductoftheirstressfulexperiencewhiletakingthetest.Onone thing everyoneseemed to agree: Thereisnot asinglebook availablethatsystematically addressesthespecificsofthiscruciallyimportanttest. The task was daunting because the scope of knowledge required to pass the test isas wideasthefieldofclinicalneurologyitself.Tomakeitrelevanttotheexperienceofthe test it was clear that a good preparation needed to be based on practical advice on the technical aspects of the exam as well as on the proper attitude in taking it. Moreover, fillingavoidinthecurrentneurologyliterature, anadequatepreparationhadtobebased oncasesandtheirdiscussiononevidence-basedclinicalliterature. Although primarily conceived for neurologists preparing for part 2 of the exam, this bookintendstoprovideinterestingcase-basedmaterialtopracticingadultandchildn- rologists, educators, academicians, supervisors, residents, andmedicalstudents. The book is divided into two parts. Part 1 is devoted to practical tips on the exam's structure, itsetiquette, andpreparation.Particularemphasisisplacedonreasonsforfailing the exam. Part 2 concerns itself with the adult and pediatric vignettes part of the oral Board. Each vignette is presented in a format similar to the one candidates find at the exam. The case is then comprehensively formulated with a differential diagnosis, most likely diagnosis, and treatment recommendations. Where relevant, potential pitfalls, dos and don'ts, musts and shoulds, and frequently asked questions complement the case discussion. TERESELLAGONDOLO, MD Foreword WhatmanyNeurologyresidentsdonotrealizeisthattheyarepreparingfortheoralboard examinationeveryday.Presentationsatrounds, atconferences, andeveninformaldisc- sions regarding differential diagnosis and potential treatmentplansarethe"stuff"ofthe oralboards.Anxietyabouttheboards, however, iscommontoalmostalltrainees.Andis doesn't seem to get better even with increasing clinical experience. One reason for this anxietyisthattheBoardsareshroudedbyaveilofanecdotalexperiencesandmyth, passed down with a variable degree of embellishmentand probably alotof inaccuracy.Infact, theyareahighlystructuredandpracticalexerciseinassuringthebasiccompetencenewly mintedNeurologists.