Current Status of Radiology Education Online: a Comprehensive Update

Educating the next generation of radiologists: a comparative report of ChatGPT and e-learning resources

Rapid technological advances have transformed medical education, particularly in radiology, which depends on advanced imaging and visual data. Traditional electronic learning (e-learning) platforms have long served as a cornerstone in radiology education, offering rich visual content, interactive sessions, and peer-reviewed materials. They excel in teaching intricate concepts and techniques that necessitate visual aids, such as image interpretation and procedural demonstrations. However, Chat Generative Pre-Trained Transformer (ChatGPT), an artificial intelligence (AI)-powered language model, has made its mark in radiology education. It can generate learning assessments, create lesson plans, act as a round-the-clock virtual tutor, enhance critical thinking, translate materials for broader accessibility, summarize vast amounts of information, and provide real-time feedback for any subject, including radiology. Concerns have arisen regarding ChatGPT's data accuracy, currency, and potential biases, especially in specialized fields such as radiology. However, the quality, accessibility, and currency of e-learning content can also be imperfect. To enhance the educational journey for radiology residents, the integration of ChatGPT with expert-curated e-learning resources is imperative for ensuring accuracy and reliability and addressing ethical concerns. While AI is unlikely to entirely supplant traditional radiology study methods, the synergistic combination of AI with traditional e-learning can create a holistic educational experience.

Effectiveness of Online Interactive Education in Dental Radiology

OBJECTIVE

This study aimed to assess the effectiveness of an interactive education approach in oral and maxillofacial radiology for dentists, utilizing the online interactive educational program Mentimeter.

METHOD

Seven continuing education sessions for dentists in oral and maxillofacial radiology were conducted employing Mentimeter. Following these sessions, surveys gauged participants' responses to the learning method and its effectiveness. The questionnaire comprised 20 questions categorized into convenience, active learning, academic achievement, time management, and lecture quality.

RESULT

Among about 300 participants, 222 responded to the survey, with 74 (33.3%) having prior experience in similar education. Across categories of active learning, academic achievement, and lecture quality, participants consistently rated the method with an average score exceeding 4 out of 5, indicating a highly positive response. Statistically significant gender differences were observed in 9 out of 20 questions, with female respondents providing more positive evaluations than males. Respondents without prior similar education reported enhanced focus and understanding compared to those with experience. No statistically significant differences were observed in other survey questions.

CONCLUSION

In the realm of continuing education in oral and maxillofacial radiology for dentists, the interactive educational program Mentimeter emerges as an effective tool, fostering positive academic achievements through active learning.

Using Rubrics to Evaluate E-Learning Tools in Radiology Education

Recent trends in medical education with an emphasis on active learning strategies and blended learning techniques have resulted in a growing volume and utilization of online educational resources. Integration of online learning tools into medical curricula has been further necessitated during the COVID-19 pandemic. With access to abundant digital radiology education resources, it has become increasingly important for educators to be able to evaluate the efficacy of e-learning tools for use in radiology education. In this manuscript, the authors describe their successful search for a vetted method to evaluate e-learning tools in radiology education. The selected rubric was designed by educational developers supporting technology to be used as a formative tool in higher education. The rubric was applied in condensed and noncondensed formats to 2 existing popular highly subscribed radiology e-learning resources and results were displayed in narrative and visual formats. More widespread application of this rubric would be beneficial to the content creators and learners alike.

MRI scarcity in low- and middle-income countries

Since the introduction of MRI as a sustainable diagnostic modality, global accessibility to its services has revealed a wide discrepancy between populations-leaving most of the population in LMICs without access to this important imaging modality. Several factors lead to the scarcity of MRI in LMICs; for example, inadequate infrastructure and the absence of a dedicated workforce are key factors in the scarcity observed. RAD-AID has contributed to the advancement of radiology globally by collaborating with our partners to make radiology more accessible for medically underserved communities. However, progress is slow and further investment is needed to ensure improved global access to MRI.

Anki Flashcards for Radiology Education

From online textbooks to educational social media posts, digital learning tools are transforming medical education. Spaced repetition programs are a popular tool, with 70% of first-year medical students reporting using the free, open-source flashcard application Anki.1 The Anki program pairs active recall and spaced repetition learning principles with a simple but versatile user interface.2 Spaced repetition flashcard programs such as Anki are uniquely suited to radiology education because they strengthen image-based recall, a necessary skill for radiology trainees to develop. In this review, we will describe the science behind active recall and spaced repetition programs, introduce the Anki platform, and describe future directions for its potential as an educational resource for radiology.

The growing role of social media for research and education in radiology

While the adoption of social media platforms has become commonplace for personal life use, its practice has tremendously grown for professional usage in medicine, and particularly in the field of radiology. The use of alternative metrics, or altmetrics, scores have developed in an effort to quantify the impact of research beyond traditional metrics, such as citation rate and journal impact factor, particularly to recognize the impact of social media on dissemination and promotion of research. Social media usage in the realm of radiology has expectedly been adopted for the purposes of medical education, research, networking, and advocacy. However, some platforms have been used as a medium to discuss and share the day-to-day nature in the field of radiology, burnout in radiology, as well as radiology-themed humor. The purpose of this review article was discuss the role of altmetrics, as well as the specific uses of social media platforms including Twitter, Instagram, Facebook, Youtube, and more. The role of ethics in social media practice related to radiology are discussed.