February 2026 President Spotlight: Expanding the AAN's Fundraising for Research Grants

In part three of this series, Dr. Jeff Ratliff discusses how access to information is not the same as clinical confidence. Show transcript:  Dr. Jeff Ratliff:  Hi, this is Jeff Ratliff from Thomas Jefferson University, and this is your Neurology Minute. I'm back again with a Neurology Minute episode to complement the podcast discussion I had with Roy Strowd, Justin Abbatemarco, and Tesha Monteith on the topic of technology-driven shifts in neurology education. In the episode, we touched on podcasting, AI-based learning, and social media on neurology education as a panel discussion. While there is still tremendous utility and promise and excitement around these tools, I think it's still helpful for us all to remember that access to information is not the same as clinical confidence. With tools like podcasts, learners can hear expert discussions on their commute or review topics in new interactive formats. With AI tools, learners can simulate talking to patients with a multitude of neurologic conditions. These digital tools can provide answers at hours, and our learners fingertips much more readily than even recent years. But as we watch the explosion of these tools impact, we must keep in mind the value of bedside clinical teaching. As teachers, as educators, there's still a great impact we can have by watching a resident examine a patient with ataxia, or coaching them through a difficult conversation with a patient. We can still help them teach the skill of reasoning through their clinical encounters in real time so that they can remember to ask that key history question, or to add in that critical exam maneuver. So, as impressive and impactful the latest and greatest teaching tool may be, I encourage you all not to shy away from going back to the bedside with the student, the resident, or fellow working with you today. Thanks for listening to the Neurology Minute. We'll see you next time.

In part two of this series, Dr. Jeff Ratliff discusses the expanding role of AI and digital tools in neurology education, emphasizing the importance of verifying information and developing source literacy.  Show transcript:  Dr. Jeff Ratliff: Hi, this is Jeff Ratliff from Thomas Jefferson University, and this is your Neurology Minute. I recently recorded a podcast episode with Roy Strowd, Justin Abbatemarco, and Tesha Monteith, where we discussed the growing impact of technology in neurology education. In this episode, we touched on podcasting, AI-based learning and social media in neurology education, all as a panel discussion. As an accompaniment to that conversation, we're releasing a series of Neurology Minute episodes, exploring those tools. Today I want to focus an important caution, verification. With increasing use of digital tools, AI or otherwise. The need for caution and verification of sources is even more important. Large language models and other AI tools are very frequently used by trainees at all levels. To summarize topics, generate explanations, and even draft a differential diagnosis. But as you all know, the outputs of these tools can be efficient and really impressive, but we need to keep in mind that potential issues with reliability. While less and less common, these tools may hallucinate producing information that sounds authoritative and sounds correct, but it's actually outdated or maybe even unsupported by evidence. So for those of us teaching at the bedside or in clinic, this means we have a responsibility to help our learners develop literacy towards AI and other digital tools. We have to be critics of our sources. As neurologists, we can role model asking questions like, where did this information come from and how do we verify it, and did you read the study that they cited? We encourage trainees to trace these claims back to the primary literature or to pull up guidelines or other trusted review sources just as we do in our own practice. I don't want to pour water on the AI enthusiasm. The truth is still that AI education tools can be a powerful adjunct for learning, but we should treat it like an assistant, not a supervisor. It's useful, it's fast, but it's still in need of our own supervision. Please tune into our podcast discussion to hear more about the rapidly changing landscape of neurology education. Meanwhile, thanks for listening to the Neurology Minute.   

In part two of this series, Dr. Tesha Monteith and Dr. Andrew Hershey discuss appropriate treatment strategies to prevent migraines in children and adolescents. Show citation:  Hershey AD, Szperka CL, Barbanti P, et al. Fremanezumab in Children and Adolescents with Episodic Migraine. N Engl J Med. 2026;394(3):243-252. doi:10.1056/NEJMoa2504546  Show transcript:  Dr. Tesha Monteith: This is Tesha Monteith with the Neurology Minute. I'm back with Andrew Hershey, professor of Pediatrics and Director of the Division of Neurology at Cincinnati Children's and the Children's Headache Center. This is part two of our discussion on his paper published in the New England Journal of Medicine, fremanezumab in Children and Adolescents with Episodic Migraine. Andrew, now that we have fremanezumab approved for prevention of episodic migraine in children and adolescents, and we have a number of other devices and treatments for patients that can be used as part of FDA-approved treatment or even off-label, can you discuss an appropriate treatment paradigm to prevent migraine? Dr. Andrew Hershey: I think the first and foremost part of the paradigm is to identify the disease, so recognition that headaches are a component of the disease migraine, so you have headaches attacks due to migraine is an essential part. Many of the children, adolescents and their families are unaware that that is even what they're having, and clarifying the etiology actually goes a long way. One of my former mentors, Dr. Prensky, always said that 50% of kids get better from just seeing a child neurologist, and I think it's that clarification of the diagnosis. Second to that, you need to provide a very adequate acute treatment as well as what's probably even more essential than anything else is healthy lifestyle habits. So regular eating, drinking, sleeping, and exercise. And then finally, if the headache is causing severe disability or frequent headaches or interfering with the child's school, home or social life, the prevention medications may need to be added. And this is where the fremanezumab, or if you prefer devices, devices can be used for both the acute and preventive treatment. Dr. Tesha Monteith: Well, thank you for the summary, and congratulations again on your paper. Dr. Andrew Hershey: Thank you. Dr. Tesha Monteith: Do check out the full podcast for more details about the paper and treatment of migraine in children and adolescents. This is Tesha Monteith. Thank you for listening to the Neurology Minute.

Dr. Greg Cooper and Dr. David G. Coughlin discuss the role of αSyn-SAAs in diagnosing DBL and their relationship with Alzheimer's disease biomarkers.  Show citation: Coughlin DG, Jain L, Khrestian M, et al. CSF α-Synuclein Seed Amplification Assays and Alzheimer Disease Biomarkers in Dementia With Lewy Bodies: Presentation and Progression. Neurology. 2025;105(12):e214346. doi:10.1212/WNL.0000000000214346 Show transcript:  Dr. Greg Cooper: Hi, this is Dr. Greg Cooper. I just finished interviewing Dr. David Coughlin for this week's Neurology Podcast. For today's Neurology Minute, I'm hoping you can tell us the main points of your paper. Dr. David Coughlin: The main points of this paper in my mind is that α-Synuclein seed amplification assays from cerebrospinal fluid samples is useful in confirming the presence of synuclein pathology in people with clinically suspected dementia with Lewy bodies. But also that, for people who have synuclein positivity, that the presence of Alzheimer's disease mixed pathology is associated with a worse cognitive progression over time. Dr. Greg Cooper: Thank you Dr. Coughlin, for that summary and for all of your work on this topic. Please check out this week's podcast to hear the full interview and read the full article published in Neurology, CSF α-Synuclein Seed Amplification Assays and Alzheimer's Disease Biomarkers in Dementia with Lewy Bodies. Thank you.

In part one of this two-part series, Dr. Tesha Monteith and Dr. Andrew Hershey summarize findings from the SPACE trial evaluating fremanezumab in adolescents and children with migraine. Show citation: Hershey AD, Szperka CL, Barbanti P, et al. Fremanezumab in Children and Adolescents with Episodic Migraine. N Engl J Med. 2026;394(3):243-252. doi:10.1056/NEJMoa2504546  Show transcript:  Dr. Tesha Monteith: Hi, this is Tesha Monteith with the Neurology Minute. I'm here with Andrew Hershey, Professor of Pediatrics and Director of the Division of Neurology at Cincinnati Children's and the Children's Headache Center. We're here talking about his new paper published in the New England Journal of Medicine, Fremanezumab in Children and Adolescents with Episodic Migraine. Andrew, thank you for being on our Neurology Minutes. Dr. Andrew Hershey: Thank you for inviting me. Dr. Tesha Monteith: Can you summarize the findings of the space trial investigating Fremanezumab for adolescents and children with migraine? Dr. Andrew Hershey: This is one of the four monoclonal antibodies against CGRP, or it's this receptor that had been proven effective for adults. And it's the first one, the formazepam, that's been able to report its effectiveness in children and adolescents with less than 15 headache days per month. This study looked at over 200 children adolescents that were in a double-blinded randomized placebo controlled study. And reached its primary, as well as its secondary endpoint of a reduction compared to placebo. And the number of attacks of migraine per month, as well as a greater than 50% reduction in the number of headache attacks per month, with minimal to no side effects, the most notable side effect being injection site erythema. Dr. Tesha Monteith: Great. Thank you so much for providing that update. Do check out the full podcast for more details about his paper and the treatment of migraine in children and adolescents. This is Tesha Monteith. Thank you for listening to the Neurology Minute.  

In this episode, Dr. Andy Southerland reviews the February 9 Capitol Hill Report, highlighting state-level advocacy efforts. Stay updated with what's happening on the hill by visiting aan.com/chr.  Learn how you can get involved with AAN advocacy.   

In the February episode of the President's Spotlight, Dr. Jason Crowell and Dr. Natalia Rost discuss the AAN's Research Program.  Stay informed by watching the President's Spotlight video. 

In the final episode of this series, Casey Kozak discusses functional sensory loss.  Show citation: Sonoo M. Abductor sign: a reliable new sign to detect unilateral non-organic paresis of the lower limb. J Neurol Neurosurg Psychiatry. 2004;75(1):121-125.  Show transcript: Welcome back to Neurology Minute. My name is Casey Kozak, and today we're finishing our discussion of functional neurological disorder and physical exam findings. We're going to now turn to functional sensory loss. But first, it's important to acknowledge that the subjective nature of sensory symptoms means that our physical exam tests will be less reliable than those used for functional weakness or movement disorders. Therefore, it's especially important that we as physicians listen carefully to the symptoms our patients are describing and remain aware of the potential for biases such as suggestion, when taking our histories. Nevertheless, there is certainly utility in physical exam tests as positive findings are present in many patients. We're going to discuss a few of these findings. The first is midline splitting, meaning that the patient's sensory loss has a clear edge at the midline of the body. For example, a patient may describe total sensory loss on the right side of their body, including their face, arm, and leg.  And on testing, their sensory loss resolves in exactly the middle of their trunk. This is an unusual finding for sensory loss caused by central lesions, as the trunk is typically spared. The one exception to this rule, however, are thalamic lesions, which may be caused by stroke or mass effect, for example. While midline splitting is not a sensitive finding, it has a relatively high specificity if present. The second finding is splitting a vibration sense. This time, you will use your tuning fork to measure vibratory sensation across a bone that crosses midline, such as the frontal bone or the sternum. The sensation should be the same across the entire bone as vibration is perceived throughout bone conduction. Splitting a vibration, meaning there is loss of vibratory sensation on the numb side of the body is consistent with functional sensory loss because it defies its principle. Unlike midline splitting, however, splitting a vibration sense has been found to have a much lower specificity in testing. Finally, sensory deficits may be precisely demarcated by anatomical borders, such as the shoulder or the groin, which is incongruent with peripheral nerve distributions. Beyond these examples, there are many more findings that can suggest FND in patients experiencing motor, sensory, or even visual, gait, or cognitive symptoms. Functional neurological disorder is a challenging disorder, though our understanding of it is improving. If you haven't yet, I highly encourage you to check out the seven-part Neurology Minute series on FND by Jon Stone and Gabriela Gilmour, focusing on recent advances in diagnosis and treatment. With that, thank you for joining us. 

In part one of this series, Dr. Justin Abbatemarco explores how to effectively reach today's learners through podcasts and social media. Show transcript: Dr. Justin Abbatemarco: Hello and welcome. This is Justin Abbatemarco, and I just got done finishing an episode on non-traditional educational formats reshaping neurology training. I was joined by some really terrific teachers and faculty members, Roy Strowd, Jeff Ratliff and Tesha Monteith, and it was really great hearing from these different perspectives. On today's Neurology Minute, we really want to talk about how we can reach our learners in today's learning environment, and I think two themes emerged from our conversations, especially around podcasts and social media. You know, the example I always think about is when we get done learning in either the bedside or clinic rounding, and I try to share some articles with our learners, I find that if I send a bunch of PDFs or textbook chapters, it just doesn't resonate as well these days. And so trying to reach learners where they're at, and I think podcasts and social media feeds allow for this kind of asynchronous, really engaging learning style. It allows for them to listen at a time that's convenient for them, to get the information in a different way in some audio or audiovisual type ways, and to hear from experts around the world that maybe have a different voice and can resonate the message in a different way, which I find really powerful. I think the other part of this is that those social media feeds allow for a sense of community that is hard to replicate in a traditional classroom, and the ability for them to, again, listen to an expert in a less intimidating circumstance or a setting, and then to hear from other learners on questions they've had really resonates with folks. I would really encourage everyone to listen to the entire interview with the entire team. It was, again, great to hear from all the different experts on this topic, and I appreciate your time, and that's today's Neurology Minute.

Dr. Andy Southerland and Dr. Dipika Aggarwal discuss her remarkable journey as both a physician and a patient. After overcoming stage four colon cancer, she experienced a life‑altering stroke that reshaped her perspective.  Show transcript: Dr. Andy Southerland: Hello everyone. This is Andy Southerland and for this week's Neurology Minute, I've just been speaking with our colleague, Dipika Aggarwal, who's a clinical assistant professor of neurology at University of Kansas, who's been sharing her story for the Physician's Patient series from Cancer Survivorship and as a stroke survivor. And for the Neurology Minute, we wanted to share an important pearl that Dipika shared with me in her interview about stroke recovery and specifically about mental health outcomes after stroke. So Dipika, please, share with us for the Neurology Minute. Dr. Dipika Aggarwal: So yes, my biggest takeaway point from my own stroke experience was the neuropsychiatric complications that can happen as a risk from stroke. The most important ones being post-stroke depression, post-stroke anxiety. Even if the literature says that they can happen just for 30% of the cases, in reality, I think the incidence is more. But then they can affect quality of life of the stroke survivor, the recovery, and even in some cases can affect their mortality. So I think it is really important for healthcare providers, especially the neurologists, to ask their patients how they are doing mentally or emotionally. I think it is as important as checking their vitals during every visit. It is as important as that, because again, it can affect their recovery. Dr. Andy Southerland: Well, thank you, Dipika. I think it's a good message for all of us in the busyness of our clinics and seeing patients in rapid throughput in and out of the hospital with stroke to make sure that not only in those early days, but also all the way out in the continuum of their recovery, to continue to come back to their mental health recovery. And their personal recovery, as you've articulated, which is so critical to one stroke recovery. And for this and more, I really encourage our listeners, please listen to the entirety of this interview. You will come away with it being a better neurologist for your patients. I promise you that. And I'm truly grateful again to Dipika for joining us for this week's Neurology Minute.