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Ayas G, Altinmakas E, Rohren SA, Dogan H, Dogru OF, Koselerli EY, Turksanli O, Efe EÖ, Badawy M, Kamel S, Patel P, Elsayes KM. Seeing Radiology Curricula Through Turkish Medical Students' Eyes: A Survey of Turkish Medical Schools' Radiology Education. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231181990. [PMID: 37347052 PMCID: PMC10280510 DOI: 10.1177/23821205231181990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Accepted: 05/26/2023] [Indexed: 06/23/2023]
Abstract
INTRODUCTION Radiology education is essential for nonradiologist specialists and practitioners as well as for radiologists. We conducted a survey to gather the opinions of Turkish medical students from first to sixth grade regarding their radiology curricula, radiology education content, and perceptions of various imaging modalities and to assess the amount, adequacy, and homogeneity of radiology education in various schools. METHODS Turkish medical students were reached by student ambassadors from 10 different schools of medicine via social media and email. They were provided with a 20-question survey-via the SurveyMonkey platform-related to their radiology curriculum and their perceptions of the radiology education at their schools and of different imaging modalities. Subjective parameters were scaled by a 4-point Likert scale and the results are reported by percentages of students. RESULTS A total of 988 medical students (F/M: 61%/39%) from 41 different medical schools participated in this survey. Of those, 57% were preclinical students (≤ third year of medical school), while 43% were clinical students (> third year). More than half of the students (51%) stated that the amount of radiology education included in their curriculum was too little, while 44% of them stated it was just right and only 5% stated it was too much. Only 31% of the participants stated that they were able to review radiology images on their own. When asked about their level of confidence in identifying the position of lines and tubes, pneumonia, pneumothorax, and pleural effusion on chest radiographs, 41%, 39%, 41%, and 41% of the participants, respectively, stated that they were not confident. Thirty-five percent of the participants had not received any training in comparing normal to abnormal imaging of bone fractures, pneumonia, pleural effusion, subdural hemorrhage, or pneumothorax. The majority of the Turkish medical students in this survey had never heard (57%) nor used (64%) the American College of Radiology Appropriateness Criteria. CONCLUSIONS The radiology curriculum in Turkey differs among various schools and most students stated that preclinical radiology course content was inadequate. Further studies and improvements must be conducted to provide high-quality, equitable radiology education that begins during preclinical training with respect to the students' opinions.
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Affiliation(s)
- Görkem Ayas
- Koç Üniversitesi School of Medicine,
Istanbul, Turkey
| | - Emre Altinmakas
- Department of Radiology, Koç
Üniversitesi School of Medicine, Istanbul, Turkey
| | | | - Hakan Dogan
- Department of Radiology, Koç
Üniversitesi School of Medicine, Istanbul, Turkey
| | - Omer F Dogru
- Istanbul Medipol University
International School of Medicine, Istanbul, Turkey
| | | | | | - Ege Ö Efe
- Akdeniz University School of Medicine,
Antalya, Turkey
| | - Mohamed Badawy
- The University of Texas Medical Branch
School of Medicine, Galveston, USA
| | - Serageldin Kamel
- The University of Texas Medical Branch
School of Medicine, Galveston, USA
| | - Parth Patel
- Department of Lymphoma and Myeloma, The University of Texas MD Anderson
Cancer Center, Houston, USA
| | - Khaled M Elsayes
- Department of Abdominal Imaging, The University of Texas MD Anderson
Cancer Center, Houston, USA
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Majumder MAA, Gaur U, Singh K, Kandamaran L, Gupta S, Haque M, Rahman S, Sa B, Rahman M, Rampersad F. Impact of COVID-19 pandemic on radiology education, training, and practice: A narrative review. World J Radiol 2021; 13:354-370. [PMID: 34904050 PMCID: PMC8637607 DOI: 10.4329/wjr.v13.i11.354] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2021] [Revised: 08/26/2021] [Accepted: 10/27/2021] [Indexed: 02/06/2023] Open
Abstract
Radiology education and training is of paramount clinical importance given the prominence of medical imaging utilization in effective clinical practice. The incorporation of basic radiology in the medical curriculum has continued to evolve, focusing on teaching image interpretation skills, the appropriate ordering of radiological investigations, judicious use of ionizing radiation, and providing exposure to interventional radiology. Advancements in radiology have been driven by the digital revolution, which has, in turn, had a positive impact on radiology education and training. Upon the advent of the corona virus disease 2019 (COVID-19) pandemic, many training institutions and hospitals adhered to directives which advised rescheduling of non-urgent outpatient appointments. This inevitably impacted the workflow of the radiology department, which resulted in the reduction of clinical in-person case reviews and consultations, as well as in-person teaching sessions. Several medical schools and research centers completely suspended face-to-face academic activity. This led to challenges for medical teachers to complete the radiology syllabus while ensuring that teaching activities continued safely and effectively. As a result, online teaching platforms have virtually replaced didactic face-to-face lectures. Radiology educators also sought other strategies to incorporate interactive teaching sessions while adopting the e-learning approach, as they were cognizant of the limitations that this may have on students’ clinical expertise. Migration to online methods to review live cases, journal clubs, simulation-based training, clinical interaction, and radiology examination protocolling are a few examples of successfully addressing the limitations in reduced clinical exposure. In this review paper, we discuss (1) The impact of the COVID-19 pandemic on radiology education, training, and practice; (2) Challenges and strategies involved in delivering online radiology education for undergraduates and postgraduates during the COVID-19 pandemic; and (3) Difference between the implementation of radiology education during the COVID-19 pandemic and pre-COVID-19 era.
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Affiliation(s)
- Md Anwarul Azim Majumder
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Cave Hill BB23034, Barbados
| | - Uma Gaur
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Cave Hill BB23034, Barbados
| | - Keerti Singh
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Cave Hill BB23034, Barbados
| | - Latha Kandamaran
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Cave Hill BB23034, Barbados
| | - Subir Gupta
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Cave Hill BB23034, Barbados
| | - Mainul Haque
- Unit of Pharmacology, Faculty of Medicine and Defence Health, Universiti Pertahanan Nasional Malaysia (National Defence University of Malaysia), Kem Perdana Sugai Besi, Kuala Lumpur 57000, Malaysia
| | - Sayeeda Rahman
- School of Medicine, American University of Integrative Sciences (AUIS), Bridgetown BB11318, Barbados
| | - Bidyadhar Sa
- Faculty of Medical Sciences, The University of the West Indies, St Augustine Campus, St Augustine 33178, Trinidad and Tobago
| | - Mizanur Rahman
- Principal's Office, International Medical College, Dhaka 1207, Bangladesh
| | - Fidel Rampersad
- Faculty of Medical Sciences, The University of the West Indies, St Augustine Campus, St Augustine 33178, Trinidad and Tobago
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Alamer A, Alharbi F. Synchronous distance teaching of radiology clerkship promotes medical students' learning and engagement. Insights Imaging 2021; 12:41. [PMID: 33765254 PMCID: PMC7994478 DOI: 10.1186/s13244-021-00984-w] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2020] [Accepted: 03/12/2021] [Indexed: 12/21/2022] Open
Abstract
Background The COVID-19 pandemic has impacted education in myriad ways, primarily leading to an abrupt paradigm shift in teaching and learning practices towards distance learning. The study aims to assess the effectiveness of teaching radiology to undergraduate medical students using synchronous distance learning compared to traditional on-campus learning through exploring students’ perceived satisfaction and concerns. Students’ perceptions were correlated with their attendance, grades, and frequency of technical difficulties. Methods The study was designed as an observational study involving fourth-year medical students (2019/2020) from two institutions. The cohort students were exposed to traditional learning, distance learning, or both. Students completed an online self-administered questionnaire concerning their perceptions of distance learning. Students’ attendance, engagement, technical difficulties, and post-clerkship knowledge assessments were analyzed using descriptive and inferential statistics. Results A total of 145 participants completed the clerkship using the following strategies: traditional learning (n = 66), both traditional and distance learning (n = 67), and distance learning alone (n = 12). The most important result indicates that the abrupt transition to distance learning was well perceived. Most students preferred distance learning over traditional learning in the radiology clerkship (p = .05). During the synchronous sessions, student attendance was high, reaching to 100%. Technical difficulties were limited (1.9%), and they did not affect learning. Conclusion Synchronous distance teaching promotes learning, interaction, and enjoyment in undergraduate radiology education, and it can be as effective as traditional on-campus learning. The technical difficulties encountered, although they were limited, can be overcome by recording the synchronous sessions.
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Affiliation(s)
- Ali Alamer
- Department of Radiology, College of Medicine, Qassim University, Buraidah, 6655-51452, Saudi Arabia.
| | - Fawaz Alharbi
- Department of Radiology, College of Medicine, Qassim University, Buraidah, 6655-51452, Saudi Arabia
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Pervez A, McCurdie F, Poon D. The pursuit of radiology training in times of a pandemic. BJR Open 2020; 2:20200039. [PMID: 33178989 PMCID: PMC7583353 DOI: 10.1259/bjro.20200039] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Revised: 08/24/2020] [Accepted: 08/25/2020] [Indexed: 11/24/2022] Open
Abstract
The Coronavirus-19 (COVID-19) pandemic has been the greatest challenge faced by the National Health Service (NHS) in its lifetime. The crisis has seen the disruption of many long-held institutions, most critically of which is specialty training. In this article, we discuss the impact of the pandemic on Radiology training in the UK. We explore the methods that have been used to combat these difficulties and suggest workable solutions. As technology platforms become ever more integral to our daily clinical routines, we discuss how these offer a new approach to training. We argue that, of all the medical disciplines, radiologists are best placed to design and implement technology-based training, and lead other specialties in doing so. Whilst the upheaval of traditional approaches to education is a challenge, we propose that this departure from the norm offers exciting opportunities for improvement.
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Affiliation(s)
- Anum Pervez
- Department of Clinical Radiology, Guy's and St Thomas' NHS Foundation Trust, Westminster Bridge Road, London, UK
| | - Fiona McCurdie
- Department of Clinical Radiology, Guy's and St Thomas' NHS Foundation Trust, Westminster Bridge Road, London, UK
| | - Daniel Poon
- Department of Clinical Radiology, Guy's and St Thomas' NHS Foundation Trust, Westminster Bridge Road, London, UK
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Oliver H, Hudson B, Oliver C, Oliver M. UK undergraduate aspirations and attitudes survey: do we have a perception problem in clinical radiology? Clin Radiol 2020; 75:158.e15-158.e24. [DOI: 10.1016/j.crad.2019.10.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2019] [Accepted: 10/01/2019] [Indexed: 10/25/2022]
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ESR statement on new approaches to undergraduate teaching in Radiology. Insights Imaging 2019; 10:109. [PMID: 31745669 PMCID: PMC6863988 DOI: 10.1186/s13244-019-0804-9] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2019] [Accepted: 10/10/2019] [Indexed: 01/25/2023] Open
Abstract
Medical education is evolving and electronic learning (e-Learning) strategies have now become an essential asset in radiology education. Radiology education is a significant part of the undergraduate medical curriculum and the use of e-Learning in radiology teaching in medical schools is on the rise. If coupled with clinical decision support systems, e-Learning can be a practical way of teaching students clinical decision making, such as selecting the diagnostic imaging tests that are best suited in certain clinical scenarios.The innovative concept of flipped classroom learning encourages students to work independently and maximises the application of learnt contents in interactive classroom sessions.For integrated curricula with their student-centred, problem-based, and community-based design, an approach to systematically integrate radiology may be to define diagnostic reasoning as one of the core goals. Radiologists as teachers and scholars may understand themselves as experts in diagnostic reasoning and in mentoring how to make medical decisions.Computer programs simulating the routine work are available and can be used to teach the recognition of anatomical structures and pathological patterns, and also to teach ultrasonography and interventional radiology, maximising patient safety.
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Ogura A, Hayashi N, Negishi T, Watanabe H. Effectiveness of an e-Learning Platform for Image Interpretation Education of Medical Staff and Students. J Digit Imaging 2019; 31:622-627. [PMID: 29744689 DOI: 10.1007/s10278-018-0095-6] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Medical staff must be able to perform accurate initial interpretations of radiography to prevent diagnostic errors. Education in medical image interpretation is an ongoing need that is addressed by text-based and e-learning platforms. The effectiveness of these methods has been previously reported. Here, we describe the effectiveness of an e-learning platform used for medical image interpretation education. Ten third-year medical students without previous experience in chest radiography interpretation were provided with e-learning instructions. Accuracy of diagnosis using chest radiography was provided before and after e-learning education. We measured detection accuracy for two image groups: nodular shadow and ground-glass shadow. We also distributed the e-learning system to the two groups and analyzed the effectiveness of education for both types of image shadow. The mean correct answer rate after the 2-week e-learning period increased from 34.5 to 72.7%. Diagnosis of the ground glass shadow improved significantly more than that of the mass shadow. Education using the e-leaning platform is effective for interpretation of chest radiography results. E-learning is particularly effective for the interpretation of chest radiography images containing ground glass shadow.
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Affiliation(s)
- Akio Ogura
- Graduate School, Gunma Prefectural College of Health Sciences, 323-1, Kamioki-machi, Maebashi, Gunma, Japan.
| | - Norio Hayashi
- Graduate School, Gunma Prefectural College of Health Sciences, 323-1, Kamioki-machi, Maebashi, Gunma, Japan
| | - Tohru Negishi
- Graduate School, Gunma Prefectural College of Health Sciences, 323-1, Kamioki-machi, Maebashi, Gunma, Japan
| | - Haruyuki Watanabe
- Graduate School, Gunma Prefectural College of Health Sciences, 323-1, Kamioki-machi, Maebashi, Gunma, Japan
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Matalon SA, Howard SA, Abrams MJ. Assessment of Radiology Training During Radiation Oncology Residency. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2019; 34:691-695. [PMID: 29623563 DOI: 10.1007/s13187-018-1357-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
A strong foundation in diagnostic imaging is essential to the practice of radiation oncology. This study evaluated radiology training in radiation oncology residency. An online survey was distributed to current radiation oncology residents in the USA by e-mail in 2017. Responses were summarized using frequency and percentages and compared with chi-square test and Spearman's rank correlation when appropriate. One hundred five residents completed the survey. Although most residents felt that a strong knowledge base in diagnostic radiology was moderately or extremely important (87%, n = 90/104), the majority were only somewhat confident in their radiology skills (61%, n = 63/104) and were only somewhat, minimally, or not at all satisfied with their training (79%, n = 81/103). Although there was an association between increasing post-graduate training and confidence level (p = 0.01062, ρ = 0.24959), the majority of graduating residents feel only somewhat confident in radiology skills (63%, n = 12/19). Residents were most commonly exposed to radiology via multidisciplinary conferences (96%, n = 100/104), though only 15% (n = 16/104) of residents ranked these as the most beneficial component of their radiology training and 13% (n = 13/101) of residents felt these were the least beneficial. Most residents (60%, n = 63/105) believe there is a need for dedicated radiology training during residency, preferring monthly formal didactics (68%, n = 71/105) co-taught by a radiologist and radiation oncologist (58%, n = 61/105). Radiation oncology residents feel their radiology training is suboptimal, suggesting a need for more guidance and standardization of radiology curriculum. A preferred option may be monthly didactics co-taught by radiologists and radiation oncologists; however, future studies should assess the effectiveness of this model.
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Affiliation(s)
- Shanna A Matalon
- Department of Radiology, Brigham and Women's Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Stephanie A Howard
- Harvard Medical School, Boston, MA, USA
- Department of Imaging, Dana-Farber Cancer Institute, Boston, MA, USA
| | - Matthew J Abrams
- Harvard Medical School, Boston, MA, USA.
- Department of Radiation Oncology, Beth Israel Deaconess Medical Center, 330 Brookline Avenue, Boston, MA, 02215, USA.
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McCarthy CJ, Yu AY, Do S, Dawson SL, Uppot RN. Interventional Radiology Training Using a Dynamic Medical Immersive Training Environment (DynaMITE). J Am Coll Radiol 2018; 15:789-793. [DOI: 10.1016/j.jacr.2017.12.038] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2017] [Revised: 12/11/2017] [Accepted: 12/22/2017] [Indexed: 02/07/2023]
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den Harder AM, Frijlingh M, Ravesloot CJ, Oosterbaan AE, van der Gijp A. The Importance of Human-Computer Interaction in Radiology E-learning. J Digit Imaging 2017; 29:195-205. [PMID: 26464115 PMCID: PMC4788615 DOI: 10.1007/s10278-015-9828-y] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
With the development of cross-sectional imaging techniques and transformation to digital reading of radiological imaging, e-learning might be a promising tool in undergraduate radiology education. In this systematic review of the literature, we evaluate the emergence of image interaction possibilities in radiology e-learning programs and evidence for effects of radiology e-learning on learning outcomes and perspectives of medical students and teachers. A systematic search in PubMed, EMBASE, Cochrane, ERIC, and PsycInfo was performed. Articles were screened by two authors and included when they concerned the evaluation of radiological e-learning tools for undergraduate medical students. Nineteen articles were included. Seven studies evaluated e-learning programs with image interaction possibilities. Students perceived e-learning with image interaction possibilities to be a useful addition to learning with hard copy images and to be effective for learning 3D anatomy. Both e-learning programs with and without image interaction possibilities were found to improve radiological knowledge and skills. In general, students found e-learning programs easy to use, rated image quality high, and found the difficulty level of the courses appropriate. Furthermore, they felt that their knowledge and understanding of radiology improved by using e-learning. In conclusion, the addition of radiology e-learning in undergraduate medical education can improve radiological knowledge and image interpretation skills. Differences between the effect of e-learning with and without image interpretation possibilities on learning outcomes are unknown and should be subject to future research.
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Affiliation(s)
- Annemarie M den Harder
- Department of Radiology, Utrecht University Medical Center, P.O. Box 85500, E01.132, 3508 GA, Utrecht, The Netherlands.
| | - Marissa Frijlingh
- Department of Radiology, Utrecht University Medical Center, P.O. Box 85500, E01.132, 3508 GA, Utrecht, The Netherlands
| | - Cécile J Ravesloot
- Department of Radiology, Utrecht University Medical Center, P.O. Box 85500, E01.132, 3508 GA, Utrecht, The Netherlands
| | - Anne E Oosterbaan
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Anouk van der Gijp
- Department of Radiology, Utrecht University Medical Center, P.O. Box 85500, E01.132, 3508 GA, Utrecht, The Netherlands
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Online Radiology Reporting with Peer Review as a Learning and Feedback Tool in Radiology; Implementation, Validity, and Student Impressions. J Digit Imaging 2016; 30:78-85. [PMID: 27699520 DOI: 10.1007/s10278-016-9905-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
Communicating radiological reports to peers has pedagogical value. Students may be uneasy with the process due to a lack of communication and peer review skills or to their failure to see value in the process. We describe a communication exercise with peer review in an undergraduate veterinary radiology course. The computer code used to manage the course and deliver images online is reported, and we provide links to the executable files. We tested to see if undergraduate peer review of radiological reports has validity and describe student impressions of the learning process. Peer review scores for student-generated radiological reports were compared to scores obtained in the summative multiple choice (MCQ) examination for the course. Student satisfaction was measured using a bespoke questionnaire. There was a weak positive correlation (Pearson correlation coefficient = 0.32, p < 0.01) between peer review scores students received and the student scores obtained in the MCQ examination. The difference in peer review scores received by students grouped according to their level of course performance (high vs. low) was statistically significant (p < 0.05). No correlation was found between peer review scores awarded by the students and the scores they obtained in the MCQ examination (Pearson correlation coefficient = 0.17, p = 0.14). In conclusion, we have created a realistic radiology imaging exercise with readily available software. The peer review scores are valid in that to a limited degree they reflect student future performance in an examination. Students valued the process of learning to communicate radiological findings but do not fully appreciated the value of peer review.
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How Turkish radiology residents access information related to their profession in this social media and smartphone era. Eur J Radiol Open 2015; 2:129-33. [PMID: 26937445 PMCID: PMC4750626 DOI: 10.1016/j.ejro.2015.10.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2015] [Revised: 09/27/2015] [Accepted: 10/26/2015] [Indexed: 11/23/2022] Open
Abstract
Purpose To evaluate the frequency of mobile technology and social media usage among radiology residents and their access to professional information. Materials and methods A questionnaire consisting of 24 questions prepared using Google Drive was sent via e-mail to 550 radiology residents throughout the country. Of the 176 participating residents, 74 completed the survey via the internet, and 102 completed it at three different national radiology meetings. Response rates and its relationship with responses given to different questions were assessed. Results Hundred two male and 74 female residents participated in the survey. 141 (81.3%) residents thought that they had appropriate internet access in their department. The number of residents using a smartphone was 153 (86.9%). The android operating system (70, 45.8%) was the preferred operating system of respondants. Only 24 (15.7%) of the smartphone users thought that there were enough radiology related applications. “Radiology assistant” (18.9%), “Radiopedia” (7.8%) and “Radiographics” (7.8%) were the most utilized applications. Of the smartphone users, 87(56.9%) stated that they used cell phones in order to find radiological information, and the most used web pages were Google (165, 93.8%), Radiopaedia.org (129, 73.3%), Radiologyassistant.nl (135, 76.7%), and Pubmed (114, 64.8%). Social media usages were as follows: None (10, 5.7%), Facebook (139, 79%), Twitter (55, 31.3%), Google + (51, 29%) and YouTube (44, 25%). Conclusion While smartphone usage rates among the residents were high, the use of radiology specific applications was not common. Social media usage was very common among residents.
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Linaker KL. Pedagogical Approaches to Diagnostic Imaging Education: A Narrative Review of the Literature. JOURNAL OF CHIROPRACTIC HUMANITIES 2015; 22:9-16. [PMID: 26770173 PMCID: PMC4685235 DOI: 10.1016/j.echu.2015.09.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2015] [Revised: 09/21/2015] [Accepted: 09/23/2015] [Indexed: 06/05/2023]
Abstract
OBJECTIVE The purpose of this study was to examine literature on how radiology is taught and learned by both radiology residents and undergraduates in the health professions. METHODS A review of the literature was performed using relevant key words. Articles were retrieved through December 2012 using PubMed, ScienceDirect, ERIC, Proquest, and ICL databases along with a manual review of references. RESULTS Of the 4716 unique abstracts reviewed by the author, 91 were found to be relevant to the purpose of this study. The literature retrieved reported pedagogical approaches to teaching radiology including the following: problem solving, technology as teacher, independent learning tools, visiting lectureships, case based teaching, and conferences. There was some exploration of the relative effectiveness of educational formats. Suggestions for future research identify 7 areas of relative consistency. CONCLUSION Radiology is a clinical skill that requires integration science, clinical information, clinical experiences, and information recorded on diagnostic imaging studies. The research in this area focuses on problem solving, the use of algorithm/scripts, introducing uncertainty in clinical scenarios, incorporating technology in learning environments, active learning techniques, and methods of independent learning. Although the literature in this area is still in its infancy, the research examining the relative effectiveness of these various educational formats is often contradictory, suggesting that this is a complex area of study with numerous factors influencing student learning.
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Affiliation(s)
- Kathleen L. Linaker
- Dean, Mohawk Valley Community College, 1101 Sherman Dr, PH301D, Utica, NY 13501-5394. Tel.: + 1 716 931 1952; fax: + 1 315 792 5697.Dean, Mohawk Valley Community College, 1101 Sherman Dr, PH301DUticaNY13501-5394
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Ravesloot CJ, van der Gijp A, van der Schaaf MF, Huige JCBM, Vincken KL, Mol CP, Bleys RLAW, ten Cate OT, van Schaik JPJ. Support for external validity of radiological anatomy tests using volumetric images. Acad Radiol 2015; 22:640-5. [PMID: 25683502 DOI: 10.1016/j.acra.2014.12.013] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2014] [Revised: 12/07/2014] [Accepted: 12/11/2014] [Indexed: 11/19/2022]
Abstract
RATIONALE AND OBJECTIVES Radiology practice has become increasingly based on volumetric images (VIs), but tests in medical education still mainly involve two-dimensional (2D) images. We created a novel, digital, VI test and hypothesized that scores on this test would better reflect radiological anatomy skills than scores on a traditional 2D image test. To evaluate external validity we correlated VI and 2D image test scores with anatomy cadaver-based test scores. MATERIALS AND METHODS In 2012, 246 medical students completed one of two comparable versions (A and B) of a digital radiology test, each containing 20 2D image and 20 VI questions. Thirty-three of these participants also took a human cadaver anatomy test. Mean scores and reliabilities of the 2D image and VI subtests were compared and correlated with human cadaver anatomy test scores. Participants received a questionnaire about perceived representativeness and difficulty of the radiology test. RESULTS Human cadaver test scores were not correlated with 2D image scores, but significantly correlated with VI scores (r = 0.44, P < .05). Cronbach's α reliability was 0.49 (A) and 0.65 (B) for the 2D image subtests and 0.65 (A) and 0.71 (B) for VI subtests. Mean VI scores (74.4%, standard deviation 2.9) were significantly lower than 2D image scores (83.8%, standard deviation 2.4) in version A (P < .001). VI questions were considered more representative of clinical practice and education than 2D image questions and less difficult (both P < .001). CONCLUSIONS VI tests show higher reliability, a significant correlation with human cadaver test scores, and are considered more representative for clinical practice than tests with 2D images.
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Affiliation(s)
- Cécile J Ravesloot
- Department of Radiology, University Medical Center Utrecht, Room E01.132, Heidelberglaan 100, 3508 GA, Utrecht, The Netherlands.
| | - Anouk van der Gijp
- Department of Radiology, University Medical Center Utrecht, Room E01.132, Heidelberglaan 100, 3508 GA, Utrecht, The Netherlands
| | | | - Josephine C B M Huige
- Department of Radiology, University Medical Center Utrecht, Room E01.132, Heidelberglaan 100, 3508 GA, Utrecht, The Netherlands
| | - Koen L Vincken
- Image Sciences Institute, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Christian P Mol
- Image Sciences Institute, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Ronald L A W Bleys
- Department of Anatomy, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Olle T ten Cate
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Jan P J van Schaik
- Department of Radiology, University Medical Center Utrecht, Room E01.132, Heidelberglaan 100, 3508 GA, Utrecht, The Netherlands
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15
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Design and implementation of a web-based PET-CT reporting assessment and e-portfolio tool. Clin Radiol 2015; 70:123-7. [DOI: 10.1016/j.crad.2014.10.015] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2014] [Revised: 10/16/2014] [Accepted: 10/27/2014] [Indexed: 11/21/2022]
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16
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Murakami T, Tajika Y, Ueno H, Awata S, Hirasawa S, Sugimoto M, Kominato Y, Tsushima Y, Endo K, Yorifuji H. An integrated teaching method of gross anatomy and computed tomography radiology. ANATOMICAL SCIENCES EDUCATION 2014; 7:438-449. [PMID: 24443310 DOI: 10.1002/ase.1430] [Citation(s) in RCA: 46] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2013] [Revised: 09/04/2013] [Accepted: 11/13/2013] [Indexed: 06/03/2023]
Abstract
It is essential for medical students to learn and comprehend human anatomy in three dimensions (3D). With this in mind, a new system was designed in order to integrate anatomical dissections with diagnostic computed tomography (CT) radiology. Cadavers were scanned by CT scanners, and students then consulted the postmortem CT images during cadaver dissection to gain a better understanding of 3D human anatomy and diagnostic radiology. Students used handheld digital imaging and communications in medicine viewers at the bench-side (OsiriX on iPod touch or iPad), which enabled "pixel-to-tissue" direct comparisons of CT images and cadavers. Students had lectures and workshops on diagnostic radiology, and they completed study assignments where they discussed findings in the anatomy laboratory compared with CT radiology findings. This teaching method for gross and radiological anatomy was used beginning in 2009, and it yielded strongly positive student perspectives and significant improvements in radiology skills in later clinical courses.
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Affiliation(s)
- Tohru Murakami
- Department of Anatomy, Gunma University Graduate School of Medicine, Maebashi, Japan
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17
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Teistler M, Brunberg JA, Bott OJ, Breiman RS, Ebert LC, Ross SG, Dresing K. Understanding spatial relationships in US: a computer-based training tool that utilizes inexpensive off-the-shelf game controllers. Radiographics 2014; 34:1334-43. [PMID: 25110963 DOI: 10.1148/rg.345130039] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
The authors present a simulation-based ultrasonographic (US) training tool that can help improve the understanding of spatial relationships in US. Use of a game controller to simulate a US probe allows examination of different virtual three-dimensional (3D) objects. These 3D objects are either completely artificial simple geometric objects (eg, spheres, tubes, and ellipsoids, or more complex combinations thereof) or derived from photographed gross anatomic data (eg, the Visible Human dataset [U.S. National Library of Medicine]) or clinical computed tomographic (CT) data. The virtual US probe allows infinitely variable real-time positioning of a "slice" that is displayed as a two-dimensional (2D) cross-sectional image and as part of a 3D view. Combining the 2D and 3D views helps elucidate the spatial relationships between a 3D object and derived 2D images. This training tool provides reliable real-time interactivity and is widely available and easily affordable, since it utilizes standard personal computer technology and off-the-shelf gaming hardware. For instance, it can be used at home by medical students or residents as a complement to conventional US training. In the future, this system could be adapted to support training for US-guided needle biopsy, with use of a second game controller to control the biopsy needle. Furthermore, it could be used as a more general interactive visualization tool for the evaluation of clinical 3D CT and magnetic resonance imaging data, allowing efficient and intuitive real-time creation of oblique multiplanar reformatted images.
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Affiliation(s)
- Michael Teistler
- From the Faculty of Information and Communication, Flensburg University of Applied Sciences, Kanzleistrasse 91-93, 24943 Flensburg, Germany (M.T.); Department of Radiology, UC Davis, Sacramento, Calif (J.A.B.); Department of Information and Communication, Faculty III, Hannover University of Applied Sciences and Arts, Hannover, Germany (O.J.B.); Department of Radiology and Biomedical Imaging, UCSF School of Medicine, San Francisco, Calif (R.S.B.); Institute of Forensic Medicine, University of Zürich, Zürich, Switzerland (L.C.E., S.G.R.); and Department of Trauma Surgery, Plastic and Reconstructive Surgery, Georg August University Medical Center, Göttingen, Germany (K.D.)
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18
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Karakuş A, Duran L, Yavuz Y, Altintop L, Çalişkan F. Computer-based simulation training in emergency medicine designed in the light of malpractice cases. BMC MEDICAL EDUCATION 2014; 14:155. [PMID: 25064122 PMCID: PMC4119180 DOI: 10.1186/1472-6920-14-155] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2013] [Accepted: 07/14/2014] [Indexed: 05/02/2023]
Abstract
BACKGROUND Using computer-based simulation systems in medical education is becoming more and more common. Although the benefits of practicing with these systems in medical education have been demonstrated, advantages of using computer-based simulation in emergency medicine education are less validated. The aim of the present study was to assess the success rates of final year medical students in doing emergency medical treatment and evaluating the effectiveness of computer-based simulation training in improving final year medical students' knowledge. METHODS Twenty four Students trained with computer-based simulation and completed at least 4 hours of simulation-based education between the dates Feb 1, 2010 - May 1, 2010. Also a control group (traditionally trained, n =24) was chosen. After the end of training, students completed an examination about 5 randomized medical simulation cases. RESULTS In 5 cases, an average of 3.9 correct medical approaches carried out by computer-based simulation trained students, an average of 2.8 correct medical approaches carried out by traditionally trained group (t = 3.90, p < 0.005). We found that the success of students trained with simulation training in cases which required complicated medical approach, was statistically higher than the ones who didn't take simulation training (p ≤ 0.05). CONCLUSIONS Computer-based simulation training would be significantly effective in learning of medical treatment algorithms. We thought that these programs can improve the success rate of students especially in doing adequate medical approach to complex emergency cases.
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Affiliation(s)
- Akan Karakuş
- Department of Medical Education, Ondokuz Mayis University Faculty of Medicine, Kurupelit, Samsun, Turkey
| | - Latif Duran
- Department of Emergency Medicine, Ondokuz Mayis University Faculty of Medicine, Kurupelit, Samsun, Turkey
| | - Yücel Yavuz
- Department of Emergency Medicine, Ondokuz Mayis University Faculty of Medicine, Kurupelit, Samsun, Turkey
| | - Levent Altintop
- Department of Internal Medicine, Ondokuz Mayis University Faculty of Medicine, Kurupelit, Samsun, Turkey
| | - Fatih Çalişkan
- Department of Emergency Medicine, Ondokuz Mayis University Faculty of Medicine, Kurupelit, Samsun, Turkey
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Pathiraja F, Little D, Denison AR. Are radiologists the contemporary anatomists? Clin Radiol 2014; 69:458-61. [PMID: 24625694 DOI: 10.1016/j.crad.2014.01.014] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2013] [Revised: 01/02/2014] [Accepted: 01/16/2014] [Indexed: 10/25/2022]
Affiliation(s)
- Fiona Pathiraja
- Department of Radiology, The Whittington Hospital, Magdala Avenue, London N19 5NF, UK
| | - David Little
- University Hospitals Bristol NHS Trust, Bristol Royal Infirmary, Upper Maudlin Street, Bristol BS2 8HW, UK
| | - Alan R Denison
- Division of Medical and Dental Education, School of Medicine and Dentistry, University of Aberdeen, Lilian Sutton Building, Foresterhill, Aberdeen AB25 2ZD, UK.
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Karakus A, Senyer N. The preparedness level of final year medical students for an adequate medical approach to emergency cases: computer-based medical education in emergency medicine. Int J Emerg Med 2014; 7:3. [PMID: 24386919 PMCID: PMC3926321 DOI: 10.1186/1865-1380-7-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2013] [Accepted: 11/16/2013] [Indexed: 11/16/2022] Open
Abstract
Background We aimed to observe the preparedness level of final year medical students in approaching emergencies by computer-based simulation training and evaluate the efficacy of the program. Methods A computer-based prototype simulation program (Lsim), designed by researchers from the medical education and computer science departments, was used to present virtual cases for medical learning. Fifty-four final year medical students from Ondokuz Mayis University School of Medicine attended an education program on June 20, 2012 and were trained with Lsim. Volunteer attendants completed a pre-test and post-test exam at the beginning and end of the course, respectively, on the same day. Results Twenty-nine of the 54 students who attended the course accepted to take the pre-test and post-test exams; 58.6% (n = 17) were female. In 10 emergency medical cases, an average of 3.9 correct medical approaches were performed in the pre-test and an average of 9.6 correct medical approaches were performed in the post-test (t = 17.18, P = 0.006). Conclusions This study’s results showed that the readiness level of students for an adequate medical approach to emergency cases was very low. Computer-based training could help in the adequate approach of students to various emergency cases.
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Affiliation(s)
- Akan Karakus
- Department of Medical Education, Medical Faculty, Ondokuz Mayıs University, 55139 Kurupelit/Samsun, Turkey.
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21
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Bhargava P, Robinson TJ, Iyer RS, Seyal AR, Munsell A, Moshiri M, Dighe MK, Richardson ML, Weinberger E. Sharing a collection of radiology educational websites as bookmarks among radiologists. J Am Coll Radiol 2013; 10:627-632.e1. [PMID: 23453725 DOI: 10.1016/j.jacr.2012.12.015] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2012] [Accepted: 12/05/2012] [Indexed: 11/28/2022]
Affiliation(s)
- Puneet Bhargava
- Department of Radiology, University of Washington School of Medicine and VA Puget Sound Health Care System, Seattle, Washington 98108, USA.
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Pulmonary embolism teaching file: a simple pilot study for rapidly increasing pulmonary embolism recognition among new residents using interactive cross-sectional imaging. Acad Radiol 2013; 20:1048-51. [PMID: 23506909 DOI: 10.1016/j.acra.2012.12.020] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2012] [Revised: 11/26/2012] [Accepted: 12/13/2012] [Indexed: 11/20/2022]
Abstract
RATIONALE AND OBJECTIVES Chest radiographs can be demanding, making this an area of focus during most first-year resident chest rotations. This often comes at a cost of cross-sectional imaging, and new residents are often not initially comfortable with reading chest computed tomographic angiograms (CTAs) for pulmonary embolisms (PEs). We created a teaching file of CTAs to improve the detection of PEs. MATERIALS AND METHODS For initial testing, we used videos of 25 cases, which played for 90 seconds (to allow multiple passes) to residents with and without call experience. The presence and location of PEs and the readers' confidence scores were recorded. After initial testing, first-year residents without call experience were given 20 separate known positive CTA videos to scroll through on their own. The goal of this was to allow for individual review and development of individual search strategies. A second testing was done with all levels of residents with the same initial 25 cases, re-randomized to evaluate for improvement. RESULTS Initially, first-year residents without call experience identified an average of 14.7 of 18 examinations positive for PEs (versus 15.8 for more senior residents; P < .04). After reviewing the 20 known positive cases, the first-year residents improved, averaging 16.6 (versus 14.7 earlier; P < .01). CONCLUSIONS We created a fast, simple way to expose novice residents to CTA examinations and increase their accuracy in identifying PEs. After using a teaching file, the ability to recognize PEs improved significantly, and scores were no longer significantly different from those of residents with call experience.
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Bhargava P, Lackey AE, Dhand S, Moshiri M, Jambhekar K, Pandey T. Radiology education 2.0--on the cusp of change: part 1. Tablet computers, online curriculums, remote meeting tools and audience response systems. Acad Radiol 2013; 20:364-72. [PMID: 23452483 DOI: 10.1016/j.acra.2012.11.002] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2012] [Revised: 11/06/2012] [Accepted: 11/06/2012] [Indexed: 01/06/2023]
Abstract
We are in the midst of an evolving educational revolution. Use of digital devices such as smart phones and tablet computers is rapidly increasing among radiologists who now regularly use them for medical, technical, and administrative tasks. These electronic tools provide a wide array of new tools to the radiologists allowing for faster, more simplified, and widespread distribution of educational material. The utility, future potential, and limitations of some these powerful tools are discussed in this article.
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Smith SD, Beran TN. Practice Analysis of Chiropractic Radiology: Identifying Items for Part I of the Clinical Competency Examination. J Manipulative Physiol Ther 2012. [DOI: 10.1016/j.jmpt.2012.10.013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
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Identifying error-making patterns in assessment of mammographic BI-RADS descriptors among radiology residents using statistical pattern recognition. Acad Radiol 2012; 19:865-71. [PMID: 22459643 DOI: 10.1016/j.acra.2012.01.012] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2011] [Revised: 01/26/2012] [Accepted: 01/26/2012] [Indexed: 11/24/2022]
Abstract
RATIONALE AND OBJECTIVE The objective of this study is to test the hypothesis that there are patterns in erroneous assessment of BI-RADS features among radiology trainees when interpreting mammographic masses and that these patterns can be captured in individualized statistical user models. Identifying these patterns could be useful in personalizing and adapting educational material to complement the individual weaknesses of each trainee during his or her mammography education. MATERIALS AND METHODS Reading data of 33 mammographic cases containing masses was used. The cases were individually described by 10 radiology residents using four BI-RADS features: mass shape, mass margin, mass density and parenchyma density. For each resident, an individual model was automatically constructed that predicts likelihood (HIGH or LOW) of erroneously assigning each BI-RADS descriptor by the resident. Error was defined as deviation of the resident's assessment from the expert assessments. We evaluated the predictive performance of the models using leave-one-out crossvalidation. RESULTS The user models were able to predict which assessments have higher likelihood of error. The proportion of actual errors to the number of situations in which these errors could potentially occur was significantly higher (P < .05) when user-model assigned HIGH likelihood of error than when LOW likelihood of error was assigned for three of the four BI-RADS features. Overall, the difference between the HIGH and LOW likelihood of error groups was statistically significant (P < .0001) combining all four features. CONCLUSION Error making in BI-RADS descriptor assessment appears to follow patterns that can be captured with statistical pattern recognition-based user models.
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Bandukwala T, Arora S, Athreya S. Net assets: review of online radiology resources. Part II. Organizations and societies. Radiology 2011; 262:19-24. [PMID: 22190654 DOI: 10.1148/radiol.11101427] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Taha Bandukwala
- Department of Medicine, McMaster University Medical School, 1200 Main St West, MDCL 3111, Hamilton, ON, Canada
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Vuchkova J, Maybury TS, Farah CS. Testing the Educational Potential of 3D Visualization Software in Oral Radiographic Interpretation. J Dent Educ 2011. [DOI: 10.1002/j.0022-0337.2011.75.11.tb05198.x] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Julijana Vuchkova
- UQ Centre for Clinical Research and School of Dentistry University of Queensland Royal Brisbane Women's Hospital
| | - Terrence S. Maybury
- UQ Centre for Clinical Research; School of Dentistry; University of Queensland Royal Brisbane Women's Hospital
| | - Camile S. Farah
- UQ Centre for Clinical Research; School of Dentistry; University of Queensland Royal Brisbane Women's Hospital
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Bandukwala T, Arora S, Athreya S. Net Assets: Review of Online Radiology Resources. Part I. Educational Resources. Radiology 2011; 261:350-6. [PMID: 22012902 DOI: 10.1148/radiol.11101426] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Taha Bandukwala
- Department of Medical Imaging, McMaster University Medical School, 1200 Main St West, MDCL 3111, Hamilton, ON, Canada L8N 3Z5
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Mahnken AH, Baumann M, Meister M, Schmitt V, Fischer MR. Blended learning in radiology: Is self-determined learning really more effective? Eur J Radiol 2011; 78:384-7. [DOI: 10.1016/j.ejrad.2010.12.059] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2010] [Accepted: 12/23/2010] [Indexed: 10/18/2022]
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Howlett D, Vincent T, Watson G, Owens E, Webb R, Gainsborough N, Fairclough J, Taylor N, Miles K, Cohen J, Vincent R. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content. Eur J Radiol 2011; 78:334-41. [DOI: 10.1016/j.ejrad.2009.07.028] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2009] [Accepted: 07/21/2009] [Indexed: 10/20/2022]
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Bott OJ, Dresing K, Wagner M, Raab BW, Teistler M. Informatics in radiology: use of a C-arm fluoroscopy simulator to support training in intraoperative radiography. Radiographics 2011; 31:E65-75. [PMID: 21357414 DOI: 10.1148/rg.313105125] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Mobile image intensifier systems (C-arms) are used frequently in orthopedic and reconstructive surgery, especially in trauma and emergency settings, but image quality and radiation exposure levels may vary widely, depending on the extent of the C-arm operator's knowledge and experience. Current training programs consist mainly of theoretical instruction in C-arm operation, the physical foundations of radiography, and radiation avoidance, and are largely lacking in hands-on application. A computer-based simulation program such as that tested by the authors may be one way to improve the effectiveness of C-arm training. In computer simulations of various scenarios commonly encountered in the operating room, trainees using the virtX program interact with three-dimensional models to test their knowledge base and improve their skill levels. Radiographs showing the simulated patient anatomy and surgical implants are "reconstructed" from data computed on the basis of the trainee's positioning of models of a C-arm, patient, and table, and are displayed in real time on the desktop monitor. Trainee performance is signaled in real time by color graphics in several control panels and, on completion of the exercise, is compared in detail with the performance of an expert operator. Testing of this computer-based training program in continuing medical education courses for operating room personnel showed an improvement in the overall understanding of underlying principles of intraoperative radiography performed with a C-arm, with resultant higher image quality, lower overall radiation exposure, and greater time efficiency. Supplemental material available at http://radiographics.rsna.org/lookup/suppl/doi:10.1148/rg.313105125/-/DC1.
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Affiliation(s)
- Oliver Johannes Bott
- Department of Information and Communication, University of Applied Sciences and Arts, Expo Plaza 12, 30539 Hannover, Germany.
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Nyhsen CM, Lawson C, Higginson J. Radiology teaching for junior doctors: their expectations, preferences and suggestions for improvement. Insights Imaging 2011; 2:261-266. [PMID: 22347952 PMCID: PMC3259358 DOI: 10.1007/s13244-010-0052-5] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2010] [Revised: 10/12/2010] [Accepted: 10/29/2010] [Indexed: 11/24/2022] Open
Abstract
Objectives To evaluate radiology teaching offered to junior doctors on general medical/surgical rotations, their preferences regarding teaching methods and self-directed learning tools, and their suggestions for improvement. Methods An online questionnaire involving all foundation programme doctors at Sunderland Royal Hospital was carried out. Quantitative analysis of preferences and free text feedback were used. Results There was a response rate of 88/90 doctors (98%). The radiology teaching received was mostly informal. Most junior doctors felt that their medical school radiology teaching had been inadequate. The preferred teaching techniques were interactive case-based and system-based discussions. Textbooks and journal articles were not as popular as self-directed learning tools. Online learning material was used quite frequently, with general web content being more popular. Eighty-seven percent cited their motivation for studying radiology as “to become a better doctor”. More guidance from radiologists was desired, particularly regarding the choice of examinations and discussion of cases. Twenty-two percent of doctors were considering radiology as a career. Conclusions Interactive elements in radiology teaching are important. Online electronic teaching modules can be integrated into the teaching curriculum, but they must be of high quality to be acceptable and face-to-face interaction is still important. Junior doctors would like more guidance from radiologists.
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Affiliation(s)
- Christiane M. Nyhsen
- Consultant Radiologist, Department of Radiology, Sunderland Royal Hospital, Kayll Road, Sunderland, SR4 7TP UK
| | - Cathy Lawson
- Foundation Year 2 Doctor, Sunderland Royal Hospital, Kayll Road, Sunderland, SR4 7TP UK
| | - Jim Higginson
- Foundation Year 2 Doctor, Sunderland Royal Hospital, Kayll Road, Sunderland, SR4 7TP UK
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Pinto A, Brunese L, Pinto F, Acampora C, Romano L. E-learning and education in radiology. Eur J Radiol 2011; 78:368-71. [PMID: 21255951 DOI: 10.1016/j.ejrad.2010.12.029] [Citation(s) in RCA: 51] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2010] [Accepted: 12/14/2010] [Indexed: 12/18/2022]
Abstract
PURPOSE To evaluate current applications of e-learning in radiology. MATERIAL AND METHODS A Medline search was performed using PubMed (National Library of Medicine, Bethesda, MD) for publications discussing the applications of e-learning in radiology. The search strategy employed a single combination of the following terms: (1) e-learning, and (2) education and (3) radiology. This review was limited to human studies and to English-language literature. We reviewed all the titles and subsequent the abstract of 29 articles that appeared pertinent. Additional articles were identified by reviewing the reference lists of relevant papers. Finally, the full text of 38 selected articles was reviewed. RESULTS Literature data shows that with the constant development of technology and global spread of computer networks, in particular of the Internet, the integration of multimedia and interactivity introduced into electronic publishing has allowed the creation of multimedia applications that provide valuable support for medical teaching and continuing medical education, specifically for radiology. Such technologies are valuable tools for collaboration, interactivity, simulation, and self-testing. However, not everything on the World Wide Web is useful, accurate, or beneficial: the quality and veracity of medical information on the World Wide Web is variable and much time can be wasted as many websites do not meet basic publication standards. CONCLUSION E-learning will become an important source of education in radiology.
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Affiliation(s)
- Antonio Pinto
- Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples, Italy.
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Web-Based Teaching Tool Incorporating Peer Assessment and Self-Assessment: Example of Aligned Teaching. AJR Am J Roentgenol 2010; 194:W56-9. [DOI: 10.2214/ajr.08.1910] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Re: Competency-based training versus traditional experiences in radiology; how best to educate the radiologists of the future? Clin Radiol 2009; 64:1244-6. [PMID: 19913138 DOI: 10.1016/j.crad.2009.06.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2009] [Accepted: 06/08/2009] [Indexed: 11/21/2022]
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Bhojraj SD, Al-Mallah MH. Didactics and training in cardiovascular computed tomography angiography. J Cardiovasc Comput Tomogr 2009; 3:S57-63. [PMID: 19203747 DOI: 10.1016/j.jcct.2008.10.018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/22/2008] [Revised: 10/23/2008] [Accepted: 09/20/2008] [Indexed: 10/21/2022]
Abstract
As the role of cardiovascular computed tomography angiography (CCTA) is further expanded through research, the use of this technology will expand as a result of demand both from medical professionals and the public. To ensure a standardized quality of interpretation of these scans in the face of an increased demand for physicians qualified to interpret these studies, the Society of Cardiovascular Computed Tomography, along with several other professional societies, has proposed a didactic curriculum for the study of CCTA. This review highlights the currently proposed didactic curriculum for the study of CCTA, examines current trends in training for both medical trainees and physicians in practice, and proposes future directions for the study of CCTA.
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Affiliation(s)
- Sanjay D Bhojraj
- Department of Cardiology, Henry Ford Hospital, 2799 W Grand Boulevard, Cardiology K-14, Detroit MI 48202, USA.
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Moreira FA, Baptista LDPS, Soares AH, Lederman HM, Ajzen SA, Szejnfeld J. National examination of Brazilian residents and specialization trainees in radiology and diagnostic imaging: a tool for evaluating the qualifications of future radiologists. Clinics (Sao Paulo) 2007; 62:691-8. [PMID: 18209909 DOI: 10.1590/s1807-59322007000600006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/16/2007] [Accepted: 08/12/2007] [Indexed: 11/22/2022] Open
Abstract
PURPOSE This is a study of performance based on an In-training Examination for Radiology and Diagnostic Imaging targeting residents (R) and specialization trainees (ST) in Radiology. The radiological training may differ between R and ST in some centers. The authors present their experience and thoughts regarding the first three years of application of the In-training Examination administered by The Brazilian College of Radiology. METHODS Three hundred and eight-six tests were analyzed in 1999, 715 in 2000, and 731 in 2001. The yearly tests consisted of multiple-choice answers, some with interpretation of digital images, and were divided into 9 specialties: neurology, thorax, physics, pediatrics, digestive system, urinary system, musculoskeletal system, mammography, and gynecology-obstetrics. Each specialty was analyzed separately. The tests were given simultaneously in 12 Brazilian cities. The subspecialty scores of examinees at different stages of training were compared (1st, 2nd, and 3rd year residents and specialization trainees), by the Kruskal-Wallis test (P<0.001). RESULTS The 1999 examination did not reveal any significant difference between the R and ST groups (P>0.05). Generally, in 2000 and 2001, R achieved higher scores than ST (P<0.001). The performance in physics was poor for both groups for the 3 years covered by the study. CONCLUSION The performance of residents was better than that of the specialization trainees in the majority of the subspecialties, mainly in the last two years. The In-training Examination provides a system for evaluating future specialists and identifying the centers that need to revise their teaching methods and the regional differences in radiological training.
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Scarsbrook AF. Open-source software for radiologists: a primer. Clin Radiol 2007; 62:120-30. [PMID: 17207693 DOI: 10.1016/j.crad.2006.09.023] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2006] [Accepted: 09/26/2006] [Indexed: 11/19/2022]
Abstract
There is a wide variety of free (open-source) software available via the Internet which may be of interest to radiologists. This article will explore the use of open-source software in radiology to help streamline academic workflow and improve general efficiency and effectiveness by highlighting a number of the most useful applications currently available. These include really simple syndication applications, e-mail management, spreadsheet, word processing, database and presentation packages, as well as image and video editing software. How to incorporate this software into radiological practice will also be discussed.
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Affiliation(s)
- A F Scarsbrook
- Department of Radiology, St James's University Hospital, Leeds Teaching Hospitals NHS Trust, UK.
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