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Alswang JM, Musa B, Fawzy NA, Ahmad B, Mbuguje EM, Naif A, Ashrafian H, Laage Gaupp FM, Ramalingam V, Shaygi B. Assessing interventional radiology specialty knowledge and perception amongst Tanzanian medical students before and after exposure to an immersive curriculum. Clin Radiol 2024; 79:e1081-e1087. [PMID: 38824041 DOI: 10.1016/j.crad.2024.04.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2023] [Revised: 01/18/2024] [Accepted: 04/30/2024] [Indexed: 06/03/2024]
Abstract
AIMS This study aims to assess the impact that delivering an introductory interventional radiology (IR) lecture series has on the knowledge and perception of the specialty among medical students in a resource-limited setting with, until recently, no IR presence. MATERIALS AND METHODS An introductory four-hour lecture series in IR was delivered to third-year medical students in Tanzania. Prior to and following the lecture series, participants completed a 27-item paper-based survey assessing their knowledge and perception of the specialty. RESULTS Out of a class of 213, the pre- and post-lecture survey was returned by 148 (69.5%) and 151 (70.9%) respondents, respectively. 94.5% of respondents indicated that they were aware of IR as a specialty. Among respondents, 97.3% expressed interest in having IR lectures integrated into their curriculum, compared to 29.0% that reported having any prior IR training. 27.3% believed their knowledge in IR compared to other specialties was either "good" or "excellent", which improved to 43.3% (p<0.001). Identification that IR physicians consult patients directly, have outpatient clinics, have inpatient beds, and do rounds improved from 55.4% to 81.1% (p<0.001), 49.7% to 60.3% (p=0.066), 48.3% to 66.7% (p=0.001), and 52.0% to 66.2% (p=0.013), respectively. CONCLUSION By introducing short lectures on IR-relevant topics, knowledge and perception of IR improved among Tanzanian medical students. Early education and exposure to IR should be prioritized to promote the continued growth of the specialty in this setting.
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Affiliation(s)
- Jared M Alswang
- Harvard Medical School, 25 Shattuck St, Boston, MA 02115, USA.
| | - Balowa Musa
- Department of Radiology, Muhimbili University of Health and Allied Sciences, P.O. Box 65001, United Nations Rd, Dar es Salaam, Tanzania.
| | - Nader A Fawzy
- College of Medicine, Alfaisal University, P.O. Box 50927, Takhasusi Road Riyadh, Saudi Arabia.
| | - Bachar Ahmad
- Yale School of Medicine, 333 Cedar St, New Haven, CT 06510, USA.
| | - Erick M Mbuguje
- Department of Radiology, Muhimbili National Hospital, P.O. Box 65000, Malik Rd, Dar es Salaam, Tanzania.
| | - Azza Naif
- Department of Radiology, Muhimbili National Hospital, P.O. Box 65000, Malik Rd, Dar es Salaam, Tanzania.
| | - Hutan Ashrafian
- Department of Surgery and Cancer, Imperial College London, South Kensington Campus, London SW7 2AZ, UK
| | - Fabian M Laage Gaupp
- Section of Interventional Radiology, Department of Radiology and Biomedical Imaging, Yale School of Medicine, 333 Cedar St, New Haven, CT 06510, USA.
| | - Vijay Ramalingam
- Division of Vascular and Interventional Radiology, Department of Radiology, Beth Israel Deaconess Medical Center, Harvard Medical School, 330 Brookline Avenue, Boston, MA 02215, USA.
| | - Behnam Shaygi
- Department of Radiology, London North West University Healthcare NHS Trust, A404 Watford Rd, Harrow HA1 3UJ, UK.
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Hosseini SM, Talebi Boroujeni P, Dalil D, Hosseini Siyanaki MR, Golestanha SA, Gity M. Worldwide Knowledge About Interventional Radiology Among Medical Students: Findings of a Comprehensive Review. Cardiovasc Intervent Radiol 2023; 46:1641-1654. [PMID: 37798431 DOI: 10.1007/s00270-023-03558-z] [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: 03/03/2023] [Accepted: 09/05/2023] [Indexed: 10/07/2023]
Abstract
PURPOSE The objective of this comprehensive review is to investigate the studies assessing the interventional radiology knowledge among medical students worldwide and inspect the feasible solutions for improving their perspective on this specialty. METHODS A comprehensive literature search was accomplished on PubMed, Scopus, Web of science, and Embase databases. The quality of eligible articles was assessed with the QATSDD assessment tool. RESULTS After screening of articles, 29 studies were included. All the included articles were published between 2009 and 2021, with 20 studies performed in 2017 and thereafter. Interventional radiologists' duties, procedures, and training pathways were the main subjects investigated in surveys. The interest and exposure to interventional radiology were also assessed. All the studies indicated that the knowledge about interventional radiology compared with other specialties is weak. In 14 studies, over 50% of participants reported their interventional radiology knowledge as either poor or none. The most reason for not considering interventional radiology residency was lack of awareness during medical schools. Studies which held a tutorial course reported the students' awareness and interest improved significantly after the course. CONCLUSION The present evidence indicates that although the current awareness of interventional radiology is low, timely didactic courses in medical schools can improve this condition significantly, lead to graduation of more oriented referring physicians, and also attract more fit applicants to interventional radiology residency programs.
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Affiliation(s)
| | - Parham Talebi Boroujeni
- Advanced Diagnostic Interventional Radiology Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Davood Dalil
- Student Research Committee, Faculty of Medicine, Shahed University, Tehran, Iran.
- Mostafa Khomeini Hospital, Italy Street, Tehran, Iran.
| | | | | | - Masoumeh Gity
- Advanced Diagnostic Interventional Radiology Research Center, Tehran University of Medical Sciences, Tehran, Iran
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Osman FH, Koe JSE, Lau ESW, Nagaraj D, Ng HHL, Ong LA, McGuire L, Ng A, Asif A, Uberoi R, Chan VWS, Lakshminarayan R, Wah TM. Evaluation of learning and exposure in the undergraduate interventional radiology curriculum (ELIXIR). Clin Radiol 2023; 78:e773-e781. [PMID: 37550131 DOI: 10.1016/j.crad.2023.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2022] [Revised: 04/19/2023] [Accepted: 07/02/2023] [Indexed: 08/09/2023]
Abstract
AIM To gauge current final year medical students' exposure to interventional radiology (IR)and assess their perceptions of IR as a prospective career option. MATERIALS AND METHODS An online questionnaire comprising of questions that gauge final-year medical students' understanding of and exposure to IR based on the recommendations set out by the British Society of Interventional Radiology (BSIR), was sent out to final-year students across 34 UK medical schools. RESULTS Five hundred and ten responses were collected from 33 out of 34 eligible medical schools. Sixty-four per cent of respondents rated their own IR knowledge as inadequate. On average, only 50% of all subtopics proposed in the BSIR undergraduate curriculum was covered during medical school and 32.7% of respondents were not exposed to any fundamental IR principles and techniques recommended by the BSIR during medical school. Regarding careers, 2.7% of respondents reported a definite interest in pursuing a career in IR. Most respondents (89.8%) felt that there was insufficient undergraduate teaching on IR and that they lacked information to consider pursuing a career in IR (87.5%). CONCLUSION Insufficient exposure and teaching on IR throughout medical schools have led to a lack of awareness and consideration of IR as a future career choice amongst UK medical students. The re-evaluation of IR teaching in the medical school curricula is needed. In the long-term, such recommendations could provide the much-needed solution to the workforce shortages seen in IR.
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Affiliation(s)
- F H Osman
- School of Medicine, Faculty of Medicine and Health, University of Leeds, Leeds LS2 9JT, UK
| | - J S E Koe
- School of Medicine, Faculty of Medicine and Health, University of Leeds, Leeds LS2 9JT, UK
| | - E S W Lau
- School of Medicine, Faculty of Medicine and Health, University of Leeds, Leeds LS2 9JT, UK
| | - D Nagaraj
- School of Medicine, Faculty of Medicine and Health, University of Leeds, Leeds LS2 9JT, UK
| | - H H-L Ng
- School of Medicine, Faculty of Medicine and Health, University of Leeds, Leeds LS2 9JT, UK
| | - L A Ong
- University of Nottingham Medical School, University of Nottingham, Nottingham NG7 2UH, UK
| | - L McGuire
- Undergraduate School of Medicine, College of Medical, Veterinary & Life Sciences, University of Glasgow, Glasgow G12 8QQ, UK
| | - A Ng
- UCL Medical School, University College London, London WC1E 6DE, UK; British Urology Researchers in Surgical Training (BURST), London W1W 7TS, UK
| | - A Asif
- British Urology Researchers in Surgical Training (BURST), London W1W 7TS, UK; Leicester Medical School, University of Leicester, Leicester LE1 7HA, UK
| | - R Uberoi
- Department of Radiology, John Radcliffe Hospital, Oxford OX3 9BQ, UK
| | - V W-S Chan
- School of Medicine, Faculty of Medicine and Health, University of Leeds, Leeds LS2 9JT, UK; British Urology Researchers in Surgical Training (BURST), London W1W 7TS, UK
| | - R Lakshminarayan
- Department of Vascular Radiology, Hull University Teaching Hospitals NHS Trust, Hull HU3 2JZ, UK
| | - T M Wah
- Division of Diagnostic and Interventional Radiology, Institute of Oncology, St. James's University Hospital, Leeds LS9 7TF, UK; Leeds Institute of Medical Research, Faculty of Medicine and Health, University of Leeds, Leeds LS2 9JT, UK.
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Brady AP, Uberoi R, Lee MJ, Müller-Hülsbeck S, Adam A. Leadership in Interventional Radiology - Fostering a Culture of Excellence. Can Assoc Radiol J 2023; 74:185-191. [PMID: 35471189 DOI: 10.1177/08465371221089249] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023] Open
Abstract
This invited article reviews the current status of Interventional Radiology (IR), in terms of its status as a speciality, and outlines the conditions needed for IR to function optimally within healthcare settings. Guidance is offered in terms of developing an IR department, ensuring high-quality practice, dealing with administrative and political challenges, dealing with industry and creating a legacy.
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Affiliation(s)
- Adrian P Brady
- 36860Mercy University Hospital and University College Cork, Cork, Ireland
| | - Raman Uberoi
- 6397Oxford University Hospitals Trust, Oxford, UK
| | - Michael J Lee
- 57978Beaumont Hospital and Royal College of Surgeons in Ireland, Dublin, Ireland
| | | | - Andreas Adam
- Professor Emeritus of Interventional Radiology, 405987King's College London, London, UK
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Clements W, Zia A, Srinivas A, Davis J, Goh GS. A prospective cross-sectional study assessing teaching of interventional radiology across 20 Australian medical schools, endorsed by the Australian Medical Students Association. CVIR Endovasc 2022; 5:66. [PMID: 36536064 PMCID: PMC9763521 DOI: 10.1186/s42155-022-00344-9] [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: 10/29/2022] [Accepted: 12/01/2022] [Indexed: 12/24/2022] Open
Abstract
BACKGROUND Existing literature from around the world has shown that teaching of Interventional Radiology (IR) to medical students remains suboptimal. Despite calls for improvement at a "grass-roots" level, most IRs find that junior doctors have limited or no knowledge of IR, and thus reduced awareness of potential IR treatments for their patients or contemplating IR as a future career. The aim of this study was to survey current medical students to assess perception of whether a wider variety of medical schools are integrating IR into their curriculum, from universities all across Australia. This was a prospective cross-sectional study of members of the Australian Medical Students Association (AMSA) from across Australia. Students were given a 14-question survey of current university teaching and students' knowledge of the discipline of IR. The primary outcome was perception of current teaching and knowledge of IR. Secondary outcomes include awareness of technical, clinical, and other duties of IRs. RESULTS Surveys were sent in a newsletter and posted on the AMSA Facebook page to their members. 82 responses were received via students from 20 out of 23 Australian medical schools. 61% of students described poor or no knowledge of IR. Teaching of IR was significantly worse than diagnostic radiology (p < 0.001), only 12% suggested that current IR teaching was adequate, and 99% suggested that IR teaching could be improved. Only 11% of students would consider a career in IR. CONCLUSIONS Medical student perception of exposure to IR is poor compared to diagnostic radiology. Better awareness may lead to improved referral patterns for patients and more career interest in IR.
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Affiliation(s)
- Warren Clements
- Department of Radiology, Alfred Health, 55 Commercial Rd, Melbourne, VIC 3004 Australia ,grid.1002.30000 0004 1936 7857Department of Surgery, Monash University Central Clinical School, Melbourne, Australia ,grid.511499.1National Trauma Research Institute, Melbourne, Australia
| | - Adil Zia
- Department of Radiology, Alfred Health, 55 Commercial Rd, Melbourne, VIC 3004 Australia
| | - Abhishekh Srinivas
- Department of Radiology, Alfred Health, 55 Commercial Rd, Melbourne, VIC 3004 Australia ,Australian Medical Students Association, Australian Capital Territory, Barton, Australia
| | - Jasmine Davis
- Australian Medical Students Association, Australian Capital Territory, Barton, Australia
| | - Gerard S. Goh
- Department of Radiology, Alfred Health, 55 Commercial Rd, Melbourne, VIC 3004 Australia ,grid.1002.30000 0004 1936 7857Department of Surgery, Monash University Central Clinical School, Melbourne, Australia ,grid.511499.1National Trauma Research Institute, Melbourne, Australia
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Negm AS, Elhatw A, Badawy M, Gioe ML, Khan S, Hammad MF, Shalaby N, Choucair F, Saad MA, Elfeel A, Elbatal M, Saenz F, Shehata MA, Patel P, Aly M, Khalifa I, Kamel S, ElHefnawi Y, Fahmy MI, Rohren S, Hussein MY, Elsaiey A, Zitoun O, Elsayes KM. Effectiveness of virtual teaching of diagnostic and interventional imaging fundamentals to Egyptian medical students: an analytical cross-sectional study. THE EGYPTIAN JOURNAL OF RADIOLOGY AND NUCLEAR MEDICINE 2022. [PMCID: PMC8744395 DOI: 10.1186/s43055-021-00688-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Abstract
Abstract
Background
There is a worldwide deficit in teaching and training in the field of radiology for undergraduate medical students. This educational gap is prominent in many medical schools as most radiology curricula are a part of other specialty trainings, usually provided by non-radiologists. After COVID-19 pandemic, there was an increased trend in online education. However, questions have been raised about the efficacy and acceptance of online education. We developed a course on the principles of radiology and medical imaging basics to target Egyptian medical students. We then assessed the impact of these educational videos through several online surveys. Our "The Principles of Radiology Online Course" was delivered to students at various Egyptian medical schools; it was a prerecorded series composed of nine sessions, and each session followed the sequence of a pre-test, video, and post-test. There was a final survey to assess the overall feedback. Finally, we analyzed the results to give insight onto how teaching radiology through online lectures can help build better physicians.
Results
Among various medical schools around Egypt, 1396 Egyptian medical students joined this cohort. Cohort population percentage was 56% female and 44% male. Ninety-eight percent of the students agreed that this program increased their understanding of radiology. Eighty-four percent of the students found the platform friendly and easy to use. Seventy-nine percent found these webinars were more convenient compared to in-person education. Statistical significance (p-value < 0.05) was achieved in all sessions after comparing students’ pre and post-test scores, and in students’ confidence and knowledge level before and after the course.
Conclusions
Radiology is an underrepresented subject for a lot of medical students. Online radiology webinars have proven to be a promising method of teaching medical students key medical imaging concepts. An online course of radiology basics and principles can help improve a medical student’s knowledge and enhance overall future patient care.
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Medical Students' Perspectives on IR: A European Survey from the European Trainee Forum (ETF). Cardiovasc Intervent Radiol 2021; 44:1675-1677. [PMID: 34231012 DOI: 10.1007/s00270-021-02899-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Accepted: 06/12/2021] [Indexed: 10/20/2022]
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8
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Robertson R. Demystifying Interventional Radiology: A Guide for Medical Students. JOURNAL OF CLINICAL INTERVENTIONAL RADIOLOGY ISVIR 2021. [DOI: 10.1055/s-0040-1715028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Affiliation(s)
- Ross Robertson
- Faculty of Medicine, Dentistry and Health Sciences, Melbourne Medical School, The University of Melbourne, Melbourne, Australia
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9
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Women in interventional radiology: insights into Australia's gender gap. Clin Radiol 2020; 75:560.e1-560.e7. [PMID: 32331782 DOI: 10.1016/j.crad.2020.03.030] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Accepted: 03/18/2020] [Indexed: 11/22/2022]
Abstract
AIM To assess differences in the exposure, teaching, knowledge, appreciation, and interest in interventional radiology (IR) between male and female doctors prior to specialisation and to identify potential predisposing factors to the gender inequality in interventional radiology. MATERIALS AND METHODS A prospective cross-sectional multicentre study was conducted using in-person and web-based distribution of a voluntary, anonymous questionnaire to junior doctors yet to commence specialisation at 11 health services across two Australian states. RESULTS Complete responses were provided by 333 junior doctors (21.9% response rate). Women were significantly less likely than men to consider a career in IR (13.1% versus 29.7%, p < 0.001). No other statistically significant gender disparities were identified, as both men and women reported low levels of prior teaching and exposure to IR, strong belief in the importance of IR, and suboptimal knowledge of IR. CONCLUSIONS The gender gap amongst practising Australian interventional radiologists is perpetuated by a consistent gender gap in upcoming junior doctors' desire to pursue IR. This disparity exists despite junior doctors receiving the same exposure and opportunities in interventional radiology, possibly suggesting that preconceived stereotypes or psychosocial factors deter females from pursuing this procedural, male-dominated subspecialty. Future qualitative studies are required to confirm this hypothesis, in conjunction with prospective, experimental trials to determine whether changes in education, mentorship, and advocacy can promote gender equality.
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10
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Clements W. The evolution of interventional radiology literature in Australia and New Zealand. J Med Imaging Radiat Oncol 2020; 64:366-367. [PMID: 32216039 DOI: 10.1111/1754-9485.13026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2020] [Accepted: 03/05/2020] [Indexed: 11/28/2022]
Affiliation(s)
- Warren Clements
- Department of Radiology, Alfred Hospital, Melbourne, Victoria, Australia.,Department of Surgery, Monash University, Melbourne, Victoria, Australia
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Agrawal D, Renfrew MA, Singhal S, Bhansali Y. Awareness and knowledge of interventional radiology among medical students at an Indian institution. CVIR Endovasc 2019; 2:45. [PMID: 32026159 PMCID: PMC6966400 DOI: 10.1186/s42155-019-0093-x] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2019] [Accepted: 12/13/2019] [Indexed: 12/30/2022] Open
Abstract
Purpose Interventional radiology (IR) is a novel and evolving sub-specialty that encompasses image guided diagnostic and therapeutic procedures. With the advent of new imaging techniques and an increasing demand of minimally invasive procedures, IR continues to grow as a core component in medical and surgical therapeutics. Radiology teaching is a part of medical undergraduate curriculum; however, the medical undergraduate cohort lacks exposure to IR principles, methods and techniques. The purpose of this study is to determine the knowledge and awareness of IR among medical students in a single university in India. Materials and methods Electronic anonymous surveys were sent to 350 medical students of Pt. JNM Medical College, Raipur, India. Each survey comprised of questions assessing knowledge and exposure to IR. A total of 70 students (20%) responded. Results 85.7% of respondents positively reported that radiologists have a role in diagnostic as well as therapeutic interventions, however, 60% of students cited a very poor/poor knowledge of IR. A larger part, 91.5%, stated that they would be interested in IR based teaching delivered as a part of their undergraduate teaching program. Those who knew at least one interventional radiology technique were 1.51 (95% CI: 1.02–2.22; p < 0.05) times more likely to be considering it as a career. Conclusion Medical Students demonstrate a poor knowledge of IR. This corresponds to a limited and inconsistent exposure to IR in medical schools. The study suggests that there is a need to deliver an IR based curriculum in medical undergraduate teaching in India. Our proposition includes introducing a regulated IR teaching in undergraduate medical education using new module designs and presenting medical students an opportunity to attend IR education days, symposiums and conferences to incite early participation.
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Affiliation(s)
- Deepsha Agrawal
- County Durham and Darlington NHS Foundation Trust, Darlington, UK.
| | | | - Sulove Singhal
- Pt Jawaharlal Nehru Memorial Medical College, Raipur, India
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Emin EI, Ruhomauly Z, Theodoulou I, Hanrahan JG, Staikoglou N, Nicolaides M, Thulasidasan N, Papalois A, Sideris M. Are interventional radiology and allied specialities neglected in undergraduate medical education? A systematic review. Ann Med Surg (Lond) 2019; 40:22-30. [PMID: 30962927 PMCID: PMC6429536 DOI: 10.1016/j.amsu.2019.03.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2019] [Revised: 02/17/2019] [Accepted: 03/11/2019] [Indexed: 02/07/2023] Open
Abstract
OBJECTIVES Minimally invasive interventional approaches are gaining wider acceptance with several specialities incorporating such principles. Awareness and understanding of interventional principles require efficacious education and training methodologies. We performed a systematic review to identify all available interventional speciality learning modules or training opportunities available for undergraduate medical students. We also propose a standardised framework for relevant modules. METHODS We searched PubMed and all Ovid databases with no language restriction for studies that report and evaluate interventional speciality educational modules or similar training initiatives. We followed a prospective protocol (PROSPERO registration: CRD42018110006). Internal and external validity of the included studies was assessed. Qualitative synthesis of data was performed to define performance improvement and/or motivation towards a career in an interventional speciality. RESULTS Out of 6081 records, 17 studies met the inclusion criteria, 15 of which were focused on interventional radiology. More than half of studies (9/17) were surveys where student knowledge and interest were reported as poor. 5 out of 6 studies which assessed the effect of educational interventions concluded to improved knowledge or performance. Most surveys concluded that early exposure can increase interest towards such specialities, improve knowledge and relevant motivation. CONCLUSIONS Few studies report teaching initiatives in interventional radiology and other interventional specialities, reflecting the poor relevant motivation and knowledge amongst medical students. Simple interventions e.g. introductory lectures and simulation sessions spark interest in students and also improve knowledge as proven in the case of interventional radiology. Standardisation of such efforts via a suggested framework, Strategy Development Framework for Interventional Radiology, can further optimise such outcomes.
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Affiliation(s)
- Elif Iliria Emin
- Faculty of Life Sciences and Medicine, King's College London, London, UK
| | - Zeinab Ruhomauly
- Faculty of Life Sciences and Medicine, King's College London, London, UK
| | - Iakovos Theodoulou
- Faculty of Life Sciences and Medicine, King's College London, London, UK
| | | | - Nikolaos Staikoglou
- Medical School of Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Marios Nicolaides
- Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | | | | | - Michail Sideris
- Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
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