by Suha Shin, B.S.; Ashley Paul, M.D. | February 9, 2024 Article Citation: Koretzky MO, Burapachaisri K, Clark B, Halstead MR, Gamaldo CE, Salas RME, Leung DG, Romo CG. Curriculum innovation: Teaching neuroethics through a case-based undergraduate medical education workshop. Neurol Edu 2023; 2(2):e200070. DOI: 10.1212/NE9.0000000000200070 What is this article about? This article evaluates the effectiveness of a novel neuro-ethics curriculum that integrates interactive case-based discussions into a flipped-classroom workshop delivered to medical students completing their neurology clerkship. The authors report that medical students’ prior experiences in end-of-life discussions or capacity assessments have not translated into significantly higher content knowledge assessed by examination scores. On the other hand, students who participated in interactive small group discussions on brain death and surrogate decision making showed improvement in content knowledge. After the neuroethics workshop, students reported increased confidence and interest in neuroethics, while stating that the quality of the session was highly dependent on the facilitator of the group. Why should you read the article? Case-based neuroethics was recommended and developed by American Academy of Neurology and was found to be beneficial for increasing resident confidence in ethics, but there is a lack of such resources for medical students. There is increasing need for discussion about brain death and capacity assessment, since these topics are often misunderstood by the public and even some physicians. The curriculum described in this article incorporates discussion of brain death, capacity assessment, and surrogate decision making in Maryland. This article shows that a neuroethics workshop delivered to medical students during their neurology clinical clerkship enhances interest in medical ethics, even for those with prior experience in ethics. How can you use this article? This article can be generalizable and serve as a model for clinical educators and clerkship directors when developing ethics curricula for medical students. Results of the study can guide the development and delivery of the neuroethics workshop: clinical exposure to ethically challenging situations supplemented with formal ethics education early in clinical clerkship. Survey respondents to the pre- and post-workshop surveys suggested that medical students were eager to see more formal ethics education and that case-based discussions with ethically challenging situations are not a substitute for formal medical ethics education. Review Author: Suha Shin, B.S.; Johns Hopkins Neuroscience junior student and Ashley Paul, M.D.; Assistant Professor of Neurology and Neurology Clerkship Director, Johns Hopkins University, Baltimore, MD. Organization: Consortium of Neurology Clerkship DirectorsAddressing Neuroethics Using Innovative Case-based Learning Sessions