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Cook JS, Money B, Dyer D, Whiteley G, Huntington MK. Living, Leading & Medicine: A two-tiered leadership development programme for family medicine residents. CLINICAL TEACHER 2024:e13765. [PMID: 38623850 DOI: 10.1111/tct.13765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Accepted: 02/28/2024] [Indexed: 04/17/2024]
Abstract
BACKGROUND There is increasing awareness of the necessity and importance for physician leadership in health care. Despite this, formal leadership training is not widespread in medical education. APPROACH We describe the structure, curriculum and development of a robust two-tiered leadership development programme within a community-based family medicine residency programme. Living, Leading & Medicine (LLM, tier 1) consists of nine 2.5-h discussion-based training sessions occurring thrice annually. The Advanced Leadership Track (ALT, tier 2) includes mentoring, additional readings, personal evaluations and leadership projects. EVALUATION We used post-session surveys and exit surveys for LLM and ALT, respectively. We utilised the modified Kirkpatrick framework for programme evaluation to present outcomes from the first 3 years for each tier. Over three quarters (40 out of 53) of residents participated in LLM sessions. The post-session survey response rate for LLM was 95% (124 out of 130 participants). Eighteen out of 33 residents (54.5%) completed the ALT. Of these, 72% (13 of 18) returned exit surveys. Residents found the programme valuable and relevant (Kirkpatrick level 1). Residents demonstrated improvements in leadership knowledge and skills (3.85 v. 3.11, p < 0.0001; Kirkpatrick level 2) compared with an internal, historic control group. We noted changes in resident behaviour and attitudes towards leadership (Kirkpatrick level 3). Finally, the completion of leadership projects demonstrates Kirkpatrick level 4 outcomes. IMPLICATIONS We have created a longitudinal, two-tiered leadership development programme that has improved the leadership capabilities of our family medicine residents.
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Affiliation(s)
- Jeffrey S Cook
- North Colorado Family Medicine Residency Program, Greeley, Colorado, USA
| | - Briana Money
- North Colorado Family Medicine Residency Program, Greeley, Colorado, USA
| | - Daniel Dyer
- Kudjip Nazarene General Hospital, Kudjip, Papua New Guinea
| | | | - Mark K Huntington
- University of South Dakota Sanford School of Medicine, Vermillion, South Dakota, USA
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Li Y, Li S, Yang K, Liu Y, Chen L, Chen J, Wen X, Ji T, Chen K, Wu L, Ji X, Lu J. Transformational leadership competency: a cross-sectional study of medical university graduates in China. Ann Med 2023; 55:2288307. [PMID: 38056001 PMCID: PMC10836284 DOI: 10.1080/07853890.2023.2288307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 11/22/2023] [Indexed: 12/08/2023] Open
Abstract
PURPOSE To explore the transformational leadership competency of graduates from one medical university in China and its influencing variables. METHOD From 2020 to 2021, 851 medical graduates from seven hospitals affiliated with the Capital Medical University participated in this survey. The authors conducted a cross-sectional study to assess transformational leadership competency, particularly from three aspects, including values, Emotional Intelligence (EI) abilities, and behaviors using the socially responsible leadership scale (SRLS), emotionally intelligent leadership, and student leadership practices inventory (EILI and SLPI). RESULTS The SRLS scores were medium except for 'controversy with civility'. The EILI scores were medium. The SLPI scores were high except for 'enable others to act' and 'encourage the heart'. The influencing variables of SRLS, EILI, and SLPI were serving as student cadres, serving longer than two semesters (p = 0.01, 0.02 in EILI and SLPI), joining student organizations, participating in social practice, voluntary service (p = 0.001 in SLPI), in training classes for student cadres (p = 0.02, 0.01, 0.02 in SRLS, EILI, and SLPI), and attending lectures on leadership (except for indicated, p < 0.001). Regression analysis showed that attending lectures on leadership was associated with high SRLS, EILI, and SLPI scores (p = 0.04, SRLS; p < 0.001, others), and SRLS and EILI scores could affect SLPI score (F = 2674.44, p < 0.001, R2 = 0.86). CONCLUSIONS Medical graduates' transformational leadership competency at the Capital Medical University was medium measured from values, EI abilities, and behaviors. Group analysis indicated that knowledge learning, organizational involvement, and social/community involvement were associated with leadership capacity building, meanwhile, leaders' values and EI abilities would affect their behaviors, suggesting medical graduates should undertake leadership training from both knowledge learning and practicing.
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Affiliation(s)
- Yue Li
- Department of Education, Xuanwu Hospital, Capital Medical University, Beijing, China
| | - Sijie Li
- Beijing Key Laboratory of Hypoxic Conditioning Translational Medicine, Xuanwu Hospital, Center of Stroke, Beijing Institute of Brain Disorders, Capital Medical University, Beijing, China
| | - Kun Yang
- The National Center for Neurological Disorders, Xuanwu Hospital, Capital Medical University, Beijing, China
| | - Yong Liu
- Department of Education, Beijing Children’s Hospital, Capital Medical University, Beijing, China
| | - Liying Chen
- Department of Education, Beijing Anzhen Hospital, Capital Medical University, Beijing, China
| | - Jianjun Chen
- Department of Education, Beijing Friendship Hospital, Capital Medical University, Beijing, China
| | - Xiaochu Wen
- Department of Education, Beijing Tongren Hospital, Capital Medical University, Beijing, China
| | - Tingting Ji
- Department of Education, Beijing Chest Hospital, Capital Medical University, Beijing, China
| | - Kefan Chen
- Department of Education, Beijing Chaoyang Hospital, Capital Medical University, Beijing, China
| | - Liyong Wu
- Department of Neurology, Xuanwu Hospital, Capital Medical University, Beijing, China
| | - Xunming Ji
- Beijing Institute of Brain Disorders, Capital Medical University, Beijing, China
| | - Jie Lu
- Department of Education, Xuanwu Hospital, Capital Medical University, Beijing, China
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Yang Y, Gielissen K, Brown B, Spak JM, Windish DM. Structure and impact of longitudinal Graduate Medical Education curricula designed to prepare future clinician-educators: A systematic scoping review: BEME Guide No. 74. MEDICAL TEACHER 2022; 44:947-961. [PMID: 35196190 DOI: 10.1080/0142159x.2022.2039381] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
BACKGROUND Many Graduate Medical Education (GME) programs offer clinician-educator curricula. The specific instructional methods employed and current best practices for clinician-educator curricula are unknown. We aimed to characterize the structure, curriculum content, instructional methods, and outcomes of longitudinal GME clinician-educator curricula. METHODS We conducted a scoping review, registered with BEME, by comprehensively searching health science databases and related grey literature from January 2008 to January 2021 for studies involving longitudinal GME curricula aimed to train future clinician-educators. RESULTS From 9437 articles, 36 unique curricula were included in our review. Most curricula were designed for residents (n = 26) but were heterogeneous in structure, instructional methods, and content. Several curricular themes emerged, including: 1) duration ≥ 12 months, 2) application of theory-based didactics with experiential activities, 3) independent projects, 4) exposure to faculty mentorship and educator communities, 5) strengthening competencies beyond teaching and scholarship, and 6) protected time and funding. Most outcomes were positive and focused on learner satisfaction or behavior change related to scholarly output and career tracking. CONCLUSIONS Curricula in our review included important skills including experiential teaching, scholarly projects, and exposure to educator communities. Future curricula should build on these competencies and include more assessment of learner and program outcomes.
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Affiliation(s)
- Yihan Yang
- Clinical Instructor of Medicine, University of Washington School of Medicine, Seattle, WA, USA
| | - Katherine Gielissen
- Assistant Professor of Medicine and Pediatrics, Yale School of Medicine, New Haven, CT, USA
| | - Bryan Brown
- Assistant Professor of Medicine, John A. Burns School of Medicine, University of Hawaii, Honolulu, HI, USA
| | - Judy M Spak
- Academic Research and Education, Cushing/Whitney Medical Library, Yale School of Medicine, New Haven, CT, USA
| | - Donna M Windish
- Associate Professor of Medicine, Yale School of Medicine, New Haven, CT, USA
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DeSimone AK, Jhala K, Osayande DE, Bay CP, Seltzer SE, Matalon SA. Think Like an MBA: Development, Implementation, and Evaluation of an Academic Radiology Business Series (ARBS) for Radiology Trainees. Acad Radiol 2022; 30:975-982. [PMID: 35690538 DOI: 10.1016/j.acra.2022.05.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Revised: 05/10/2022] [Accepted: 05/12/2022] [Indexed: 11/27/2022]
Abstract
RATIONALE AND OBJECTIVES To address existing educational gaps in the business of radiology and medicine, we developed, implemented, and evaluated an Academic Radiology Business Series (ARBS) as part of a longitudinal noninterpretive skills curriculum in our radiology residency program. MATERIALS AND METHODS Mixed lecture- and discussion-based sessions were prepared and taught by content experts and radiologist-leaders at our institution in the style of a typical MBA curriculum, drawing on five core pillars: strategy, management, operations, finance, and health policy and economics. The series concluded with an interactive discussion of a Harvard Business School case study. To study the effectiveness of the curriculum, Wilcoxon rank-sum test was used to compare survey results before and after the curriculum. RESULTS Nearly 80% of the pre-curriculum survey respondents were not satisfied with the current training offered in the business of medicine. Although 94% of trainees were interested in pursuing leadership positions in healthcare, they have self-reported knowledge gaps in the fundamentals of the business of medicine. There were significant improvements in satisfaction with their training in the business of medicine and perceived improvements in knowledge of important concepts in the business of medicine after participating in the curriculum (p < 0.001). CONCLUSION Radiology trainees have strong interest in the business of radiology and appreciate its importance yet feel inadequately prepared during training. Intentional training incorporated into residency education in the form of an innovative educational initiative that brings radiology trainees together and utilizes an institution's own leaders to teach is feasible and effective.
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Affiliation(s)
- Ariadne K DeSimone
- Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts.
| | - Khushboo Jhala
- Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts
| | - David E Osayande
- Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts
| | - Camden P Bay
- Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts
| | - Steven E Seltzer
- Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts
| | - Shanna A Matalon
- Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts
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Sosna J, Pyatigorskaya N, Krestin G, Denton E, Stanislav K, Morozov S, Kumamaru KK, Jankharia B, Mildenberger P, Forster B, Schouman-Clayes E, Bradey A, Akata D, Brkljacic B, Grassi R, Plako A, Papanagiotou H, Maksimović R, Lexa F. International survey on residency programs in radiology: similarities and differences among 17 countries. Clin Imaging 2021; 79:230-234. [PMID: 34119915 DOI: 10.1016/j.clinimag.2021.05.011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 05/05/2021] [Accepted: 05/10/2021] [Indexed: 11/16/2022]
Abstract
OBJECTIVE With the initiative of the ACR International Economics Committee, a multinational survey was conducted to evaluate radiology residency programs around the world. METHODS A 31-question survey was developed. It included: economic issues, program size and length, resident's activities during daytime and call, academic aspects including syllabus and examinations. Data was tabulated using the forementioned thematic framework and was qualitatively analyzed. RESULTS Responses were received from all 17 countries that were invited to participate (France, Netherlands, Israel, UK, Russia, USA, Japan, India, Germany, Canada, Turkey, Croatia, Serbia, Italy, Ireland, Hungary, and Greece). Residency length varied between 2 and 5 years. The certificate of residency completion is provided by a local hospital [4/17 (23%)], University [6/17 (36%)], National Board [6/17 (36%)], and Ministry of Health [1/17 (6%)]. There was variability among the number of residency programs and residents per program ranging from 15 to 300 programs per nation with a 1-700 residents in each one respectively. Salaries varied significantly and ranged from 8000 to 75,000 USD equivalent. Exams are an integral part of training in all surveyed countries. Length of call varied between 5 and 26 h and the number of monthly calls ranged from 3 to 6. The future of radiology was judged as growing in [12/17 (70%)] countries and stagnant in [5/17 (30%)] countries. DISCUSSION Radiology residency programs worldwide have many similarities. The differences are in the structure of the residency programs. Stagnation and uncertainties need to be addressed to ensure the continued development of the next generation of radiologists. SUMMARY STATEMENT There are many similarities in the academic aims and approach to education and training of radiology residency programs worldwide. The differences are in the structure of the residency programs and payments to individual residents.
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Affiliation(s)
- Jacob Sosna
- Department of Radiology, Hadassah Medical Center, Hebrew University Faculty of Medicine, Jerusalem, Israel.
| | - Nadya Pyatigorskaya
- Department of Radiology Pitié-Salpêtrière, Sorbonne Universités, UPMC Univ Paris 6, Paris, France; Department of Radiology, Erasmus Medical Center, Rotterdam, the Netherlands
| | - Gabriel Krestin
- Department of Radiology Pitié-Salpêtrière, Sorbonne Universités, UPMC Univ Paris 6, Paris, France
| | - Erika Denton
- Department of Radiology, Norfolk & Norwich University Hospital, UK
| | - Kim Stanislav
- Radiology Research and Practical Centre, Moscow, Russia
| | | | | | | | - Peter Mildenberger
- Department of Radiology, Universitätsmedizin Mainz Klinik und Poliklinik Radiologie, Mainz, Germany
| | - Bruce Forster
- Department of Radiology, University of British Columbia, Faculty of Medicine, Vancouver, Canada
| | | | - Adrian Bradey
- Department of Radiology, Mercy University Hospital, Cork, Ireland
| | - Deniz Akata
- Department of Radiology, Hacettepe University, Ankara, Turkey
| | - Boris Brkljacic
- Department of Radiology, Dubrava Hospital, University of Zagreb, Croatia
| | - Roberto Grassi
- Department of Radiology, Università della Campania Luigi Vanvitelli, Naples, Italy
| | - Andras Plako
- Department of Radiology, University of Szeged, Hungary
| | | | | | - Frank Lexa
- The Radiology Leadership Institute and Chair of the Commission on Leadership and Practice Development of the American College of Radiology, Reston, VA, United States of America
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Ahrari A, Abbas A, Bhayana R, Harris A, Probyn L. Leadership Development Programs for Radiology Residents: A Literature Review. Can Assoc Radiol J 2021; 72:669-677. [PMID: 33543645 DOI: 10.1177/0846537120986495] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
PURPOSE Leadership development has become increasingly important in medical education, including postgraduate training in the specialty of radiology. Since leadership skills may be acquired, there is a need to establish leadership education in radiology residency training. However, there is a paucity of literature examining the design, delivery, and evaluation of such programs. The purpose of this study is to collate and characterize leadership training programs across postgraduate radiology residencies found in the literature. METHODS A scoping review was conducted. Relevant articles were identified through a search of Ovid MEDLINE, Ovid EMBASE, Cochrane, PubMed, Scopus, and ERIC databases from inception until June 22, 2020. English-language studies characterizing leadership training programs offered during postgraduate radiology residency were included. A search of the grey literature was completed via a web-based search for target programs within North America. RESULTS The literature search yielded 1168 citations, with 6 studies meeting inclusion criteria. Four studies were prospective case series and two were retrospective. There was heterogeneity regarding program structure, content, teaching methodology, and evaluation design. All programs were located in the United States. Outcome metrics and success of the programs was variably reported, with a mix of online and in person feedback used. The grey literature search revealed 3 American-based programs specifically catered to radiology residents, and none within Canada. CONCLUSION The review highlighted a paucity of published literature describing leadership development efforts within radiology residency programs. The heterogeneity of programs highlighted the need for guidance from regulatory bodies regarding delivery of leadership curricula.
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Affiliation(s)
- Aida Ahrari
- Faculty of Medicine, King's College Circle, 12366University of Toronto, Toronto, Ontario, Canada
| | - Aazad Abbas
- Faculty of Medicine, King's College Circle, 12366University of Toronto, Toronto, Ontario, Canada
| | - Rajesh Bhayana
- Department of Medical Imaging, Toronto General Hospital, 7938University of Toronto, Toronto, Ontario, Canada
| | - Alison Harris
- Department of Radiology, Vancouver General Hospital, 8166The University of British Columbia, Vancouver, British Columbia, Canada
| | - Linda Probyn
- Department of Medical Imaging, Sunnybrook Health Sciences Centre, 7938University of Toronto, Toronto, Ontario, Canada
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Wiggins WF, Caton MT, Magudia K, Glomski SHA, George E, Rosenthal MH, Gaviola GC, Andriole KP. Preparing Radiologists to Lead in the Era of Artificial Intelligence: Designing and Implementing a Focused Data Science Pathway for Senior Radiology Residents. Radiol Artif Intell 2020; 2:e200057. [PMID: 33937848 DOI: 10.1148/ryai.2020200057] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Revised: 06/30/2020] [Accepted: 07/07/2020] [Indexed: 02/06/2023]
Abstract
Artificial intelligence and machine learning (AI-ML) have taken center stage in medical imaging. To develop as leaders in AI-ML, radiology residents may seek a formative data science experience. The authors piloted an elective Data Science Pathway (DSP) for 4th-year residents at the authors' institution in collaboration with the MGH & BWH Center for Clinical Data Science (CCDS). The goal of the DSP was to provide an introduction to AI-ML through a flexible schedule of educational, experiential, and research activities. The study describes the initial experience with the DSP tailored to the AI-ML interests of three senior radiology residents. The authors also discuss logistics and curricular design with common core elements and shared mentorship. Residents were provided dedicated, full-time immersion into the CCDS work environment. In the initial DSP pilot, residents were successfully integrated into AI-ML projects at CCDS. Residents were exposed to all aspects of AI-ML application development, including data curation, model design, quality control, and clinical testing. Core concepts in AI-ML were taught through didactic sessions and daily collaboration with data scientists and other staff. Work during the pilot period led to 12 accepted abstracts for presentation at national meetings. The DSP is a feasible, well-rounded introductory experience in AI-ML for senior radiology residents. Residents contributed to model and tool development at multiple stages and were academically productive. Feedback from the pilot resulted in establishment of a formal AI-ML curriculum for future residents. The described logistical, planning, and curricular considerations provide a framework for DSP implementation at other institutions. Supplemental material is available for this article. © RSNA, 2020.
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Affiliation(s)
- Walter F Wiggins
- Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Mass (W.F.W., M.T.C., K.M., S.A.G., E.G., M.H.R., G.C.G., K.P.A.); and MGH & BWH Center for Clinical Data Science, Boston, Mass (W.F.W., M.T.C., K.M., K.P.A.)
| | - M Travis Caton
- Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Mass (W.F.W., M.T.C., K.M., S.A.G., E.G., M.H.R., G.C.G., K.P.A.); and MGH & BWH Center for Clinical Data Science, Boston, Mass (W.F.W., M.T.C., K.M., K.P.A.)
| | - Kirti Magudia
- Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Mass (W.F.W., M.T.C., K.M., S.A.G., E.G., M.H.R., G.C.G., K.P.A.); and MGH & BWH Center for Clinical Data Science, Boston, Mass (W.F.W., M.T.C., K.M., K.P.A.)
| | - Sha-Har A Glomski
- Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Mass (W.F.W., M.T.C., K.M., S.A.G., E.G., M.H.R., G.C.G., K.P.A.); and MGH & BWH Center for Clinical Data Science, Boston, Mass (W.F.W., M.T.C., K.M., K.P.A.)
| | - Elizabeth George
- Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Mass (W.F.W., M.T.C., K.M., S.A.G., E.G., M.H.R., G.C.G., K.P.A.); and MGH & BWH Center for Clinical Data Science, Boston, Mass (W.F.W., M.T.C., K.M., K.P.A.)
| | - Michael H Rosenthal
- Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Mass (W.F.W., M.T.C., K.M., S.A.G., E.G., M.H.R., G.C.G., K.P.A.); and MGH & BWH Center for Clinical Data Science, Boston, Mass (W.F.W., M.T.C., K.M., K.P.A.)
| | - Glenn C Gaviola
- Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Mass (W.F.W., M.T.C., K.M., S.A.G., E.G., M.H.R., G.C.G., K.P.A.); and MGH & BWH Center for Clinical Data Science, Boston, Mass (W.F.W., M.T.C., K.M., K.P.A.)
| | - Katherine P Andriole
- Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Mass (W.F.W., M.T.C., K.M., S.A.G., E.G., M.H.R., G.C.G., K.P.A.); and MGH & BWH Center for Clinical Data Science, Boston, Mass (W.F.W., M.T.C., K.M., K.P.A.)
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Caton MT, Glomski S, Gaviola GC. The Radiology Resident as Teaching Consultant: An Innovative Peer-to-Peer Teaching Consultation Service to Strengthen Relationships With Referring Colleagues in the Era of Imaging 3.0. Curr Probl Diagn Radiol 2019; 50:29-33. [PMID: 31785966 DOI: 10.1067/j.cpradiol.2019.10.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2019] [Revised: 10/17/2019] [Accepted: 10/23/2019] [Indexed: 11/22/2022]
Abstract
BACKGROUND The American College of Radiology Imaging 3.0 paradigm emphasizes the need for radiologists to serve as imaging consultants to their referring colleagues. However, outside the reading room, teaching interactions between radiology and nonradiology residents are limited. Internal Medicine Morning Report (IMMR) is a resident-run educational program widely employed by internal medicine (IM) residencies. Although medical imaging is regularly discussed in IMMR, radiology residents are not typically involved in case preparation. We aimed to develop a peer-to-peer imaging teaching consultation service (TCS) incorporated into the well-established structure of IMMR. By creating illustrative, "dynamic" teaching slides for use at these conferences, we sought to provide salient radiology teaching material, demystify jargon, discuss appropriate imaging use, and review relevant anatomy. We hypothesized that TCS could improve the quality of IMMR as perceived by the IM presenter. METHODS TCS was piloted over a 7-month period. Each referred case was reviewed by a senior radiology resident who produced a set of "dynamic" teaching slides for each case. These included patient imaging overlayed with extensive annotations and animations highlighting teaching points, with particular attention to radiologic terminology. Slides were shared with the IM presenter, who could use them for preparation and include the animations in the talk if desired. TCS effectiveness was evaluated with a survey distributed to participating IM residents. RESULTS In the pilot period, 12 TCS requests were received and 10 were performed in collaboration with 6 IM residents. Survey results indicated that most IM residents did not consult radiologists prior to TCS (5/6, 83%). IM residents used the "dynamic" teaching slides to both prepare for and present at IMMR (5/6, 83%). TCS improved IM residents' perceived ability to engage their audience (6/6, 100%), confidence in teaching radiology material (4/6, 67%), ability to understand radiology reports (4/6, 67%) and appreciation for what radiologists do (6/6, 100%). CONCLUSIONS The TCS pilot resulted in successful radiology-IM collaboration and improved knowledge and confidence in teaching imaging concepts. Continuous program evaluation will be performed and future work will assess the effect of TCS on radiologist confidence in real-world clinical consultations.
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Affiliation(s)
- M Travis Caton
- Brigham and Women's Hospital and Harvard Medical School, Boston, MA.
| | - Shahar Glomski
- Brigham and Women's Hospital and Harvard Medical School, Boston, MA
| | - Glenn C Gaviola
- Brigham and Women's Hospital and Harvard Medical School, Boston, MA
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