Utilisation of radiology rotations in ACGME-accredited general surgery programmes

Medical imaging education opportunities for junior doctors and non-radiologist clinicians: A review

Medical imaging plays a critical role in clinical decision-making across disciplines, and as such, there is frequent need for non-radiologist clinicians to interact with medical imaging. This review examines the literature about the delivery of medical imaging education to non-radiologist clinicians, spanning junior doctors, advanced trainees and specialists. Knowledge of medical imaging among non-radiologist clinicians is paramount to the quality of patient care, with calls for formal implementation of radiology education into non-imaging specialty training programmes. Overall, there is a demand across non-imaging disciplines for greater formalised medical imaging education. Concerns are raised that too great a reliance on informal methods of teaching radiology, for example in ward settings, results in greater variation in the quality and volume of educational opportunities and risks the perpetuation of erroneous attitudes and practices. The evolution of the medical imaging workplace and increasing utilisation of remote reporting has distanced the collaborative relationship between radiologists and their non-imaging colleagues, diminishing opportunities for ad hoc learning and engagement in larger formalised educational collaborations. Ideally, radiologists should be directly involved in the development and delivery of medical imaging education to post-graduate doctors to not only benefit patient care but also foster inter-specialty relationships and respect. Evidence supports the value of structured radiological teaching opportunities, including tutorials, lectures and electronic resources, in improving medical imaging skills among non-radiologist clinicians. There is wide scope for growth in the e-learning arena to address this demand for quality and accessible imaging education for our non-radiology colleagues.

Radiology Training in Emergency Medicine Residency as a Predictor of Confidence in an Attending

INTRODUCTION

At present, there exists no standardized curriculum for the interpretation of plain film radiography for emergency medicine (EM) training programs that have been adopted by an accrediting body. Education geared towards plain film interpretation is highly variable and institutionally specific. This highly variable education is dependent upon institutional resources, availability of real-time radiology interpretations, formalized radiology instruction, in addition to self-directed study. Furthermore, it is unclear whether the presence of a radiology residency program at the same institution will positively or negatively impact the radiographic education of the EM resident. In a community practice setting, EM providers may encounter several scenarios in which they must rely on their own independent interpretations during radiology coverage gaps. The goal of this study was to assess whether the amount of formal radiology training correlates with the confidence in the interpretation of radiographs following residency graduation early in a junior attending's career.

METHODS

A survey study with 14 questions was distributed to EM attendings utilizing social media. Over a two-month period, 218 responses were obtained and statistical analysis was performed utilizing a chi-square test. Three survey questions with multi-variable answers were compressed into two variables for statistical analysis.

RESULTS

Only 30% of survey participants indicated universal radiology coverage; 30% also responded that they did not feel prepared to interpret plain film radiographs upon residency completion. There were four statistically significant factors associated with higher confidence in interpreting radiographs upon residency graduation. Physicians were more likely to feel confident in reading radiographs if they (1) graduated from a program with no radiology residency present, (2) if their residency was located in a non-tertiary training facility, (3) if most of their radiograph learning occurred on shift and (4) if they made clinical decisions based on their own interpretations frequently. 40% of physicians reported they were more confident currently in interpreting radiographs than when they first completed residency.

CONCLUSION

Steps should be taken to ensure that graduating residents are being prepared to interpret plain film radiographs as many providers will be required to do so independently in future practice. Emphasis should be focused towards on-shift teaching of these skills. Graduates at greatest risk of lower confidence train at large tertiary care centers with concomitant training of radiology residents. By emphasizing on off-shift strategies for the interpretation of plain film radiographs, residents will build confidence and develop the ability to perform these necessary skills early in one's career.