1
|
Elezaby MA, Al-Jabbari EH, Mao L, Legha RS, Schacht D, Whitman G, Dodelzon K, Omofoye TS. Virtual Visiting Professorship Program as an Opportunity for Academic and Clinical Advancement Beyond the COVID-19 Pandemic: A Survey of Participants. JOURNAL OF BREAST IMAGING 2024; 6:304-310. [PMID: 38630578 DOI: 10.1093/jbi/wbae008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Indexed: 04/19/2024]
Abstract
OBJECTIVE To identify structure, benefits, and shortcomings of a multi-institutional virtual visiting professorship (VVP) program from 2020 to 2022, 2 years after inception and after gradual resumption of an in-person, prepandemic academic environment. METHODS An IRB-exempt, 70-question survey about structure, benefits, and shortcomings of the VVP program was distributed to its participants (14 breast imaging departments across the U.S.), using the snowball sampling technique. RESULTS A total of 72 responses were received; 54.2% (32/59) radiologists >5 years of experience, 18.6% (11/59) radiologists <5 years of experience, 15.3% (9/59) residents, and 8.5% (5/59) fellows. Radiologists' attendance increased from 8% (5/59) to 53% (31/59) over 2 years, with 69% (41/59) of respondents supporting continued participation. The most important factors for attendance were expanding breast imaging knowledge (86.4% [51/59]) and the virtual format (76.2% [45/59]). The number of presented lectures increased from 1 to 3 lectures in 43.7% (7/16) of programs in year 1 and from 4 to 9 lectures in 50% (8/16) of programs in year 2. The greatest professional benefits were collaborations on publications for organizers (56.3% [9/16]) and building academic portfolios for presenters (50% [7/14]). For trainees, attending the program increased their knowledge (64.3% [9/14]) and enthusiasm for breast imaging (50% [7/14]). CONCLUSION The VVP program facilitated scholarly collaboration among breast imaging radiologists, promoted academic portfolios for junior faculty, and increased enthusiasm for breast imaging for trainees. These accomplishments extended beyond the COVID-19 pandemic, as evidenced by the growth of the program after resumption of an in-person academic environment. Future expansion to other programs would benefit more practicing radiologists.
Collapse
Affiliation(s)
- Mai A Elezaby
- Department of Radiology, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Esraa H Al-Jabbari
- Department of Radiology, University of Texas Medical Branch, Galveston, TX, USA
| | - Lu Mao
- Department of Biostatistics and Medical Informatics, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Ravinder S Legha
- Department of Breast Imaging, University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - David Schacht
- Department of Radiology, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Gary Whitman
- Department of Breast Imaging, University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Katerina Dodelzon
- Department of Radiology, Weill Cornell Medical College, New York, NY, USA
| | - Toma S Omofoye
- Department of Breast Imaging, University of Texas MD Anderson Cancer Center, Houston, TX, USA
| |
Collapse
|
2
|
Bryant JM, Madey KC, Rosenberg SA, Frakes JM, Hoffe SE. Radiation Oncology Resident Education: Is Change Needed? JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2024:10.1007/s13187-024-02455-4. [PMID: 38761305 DOI: 10.1007/s13187-024-02455-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/10/2024] [Indexed: 05/20/2024]
Abstract
Leading successful change efforts first requires assessment of the "before change" environment and culture. At our institution, the radiation oncology (RO) residents follow a longitudinal didactic learning program consisting of weekly 1-h lectures, case conferences, and journal clubs. The resident didactic education series format has not changed since its inception over 10 years ago. We evaluated the perceptions of current residents and faculty about the effectiveness of the curriculum in its present form. Two parallel surveys were designed, one each for residents and attendings, to assess current attitudes regarding the effectiveness and need for change in the RO residency curriculum, specifically the traditional didactic lectures, the journal club sessions, and the case conferences. We also investigated perceived levels of engagement among residents and faculty, whether self-assessments would be useful to increase material retention, and how often the content of didactic lectures is updated. Surveys were distributed individually to each resident (N = 10) and attending (N = 24) either in-person or via Zoom. Following completion of the survey, respondents were informally interviewed about their perspectives on the curriculum's strengths and weaknesses. Compared to 46% of attendings, 80% of RO residents believed that the curriculum should be changed. Twenty percent of residents felt that the traditional didactic lectures were effective in preparing them to manage patients in the clinic, compared to 74% of attendings. Similarly, 10% of residents felt that the journal club sessions were effective vs. 42% of attendings. Finally, 40% of residents felt that the case conferences were effective vs. 67% of attendings. Overall, most respondents (56%) favored change in the curriculum. Our results suggest that the perceptions of the residents did not align with those of the attending physicians with respect to the effectiveness of the curriculum and the need for change. The discrepancies between resident and faculty views highlight the importance of a dedicated change management effort to mitigate this gap. Based on this project, we plan to propose recommended changes in structure to the residency program directors. Main changes would be to increase the interactive nature of the course material, incorporate more ways to increase faculty engagement, and consider self-assessment questions to promote retention. Once we get approval from the residency program leadership, we will follow Kotter's "Eight steps to transforming your organization" to ensure the highest potential for faculty to accept the expectations of a new curriculum.
Collapse
Affiliation(s)
- J M Bryant
- Department of Radiation Oncology, H. Lee Moffitt Cancer Center and Research Institute, Tampa, FL, USA.
| | - Kara C Madey
- Morsani College of Medicine, University of South Florida, Tampa, FL, USA
| | - Stephen A Rosenberg
- Department of Radiation Oncology, H. Lee Moffitt Cancer Center and Research Institute, Tampa, FL, USA
| | - Jessica M Frakes
- Department of Radiation Oncology, H. Lee Moffitt Cancer Center and Research Institute, Tampa, FL, USA
| | - Sarah E Hoffe
- Department of Radiation Oncology, H. Lee Moffitt Cancer Center and Research Institute, Tampa, FL, USA.
| |
Collapse
|
3
|
Bisbee CA, Vaccaro MJ, Awan OA. Problem Based Learning in Radiology Education: Benefits and Applications. Acad Radiol 2023; 30:2092-2094. [PMID: 36210276 DOI: 10.1016/j.acra.2022.08.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Accepted: 08/12/2022] [Indexed: 11/17/2022]
Affiliation(s)
- Charles A Bisbee
- Nova Southeastern University Kiran C. Patel College of Osteopathic Medicine, Davie, Florida (C.A.B.); Lake Erie College of Osteopathic Medicine Bradenton, Bradenton, Florida (M.J.V.); University of Maryland School of Medicine, 655 W Baltimore Street, Baltimore, Maryland, 21201 (O.A.A.)
| | - Michael J Vaccaro
- Nova Southeastern University Kiran C. Patel College of Osteopathic Medicine, Davie, Florida (C.A.B.); Lake Erie College of Osteopathic Medicine Bradenton, Bradenton, Florida (M.J.V.); University of Maryland School of Medicine, 655 W Baltimore Street, Baltimore, Maryland, 21201 (O.A.A.)
| | - Omer A Awan
- Nova Southeastern University Kiran C. Patel College of Osteopathic Medicine, Davie, Florida (C.A.B.); Lake Erie College of Osteopathic Medicine Bradenton, Bradenton, Florida (M.J.V.); University of Maryland School of Medicine, 655 W Baltimore Street, Baltimore, Maryland, 21201 (O.A.A.).
| |
Collapse
|
4
|
Khoo A, Ho C, Ballard DH, Gould JE, Marquis KM. Results of the 2021-2022 Survey of the American Alliance of Academic Chief Residents in Radiology. Acad Radiol 2023; 30:2050-2058. [PMID: 36813667 DOI: 10.1016/j.acra.2023.01.022] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 01/16/2023] [Accepted: 01/17/2023] [Indexed: 02/22/2023]
Abstract
RATIONALE AND OBJECTIVES An annual survey of chief residents in accredited North American radiology programs is conducted by the American Alliance of Academic Chief Residents in Radiology (A3CR2). Special topics surveyed for the 2021-2022 academic year were procedural competency and virtual radiology education in the COVID-19 pandemic. The purpose of this study is to summarize the 2021-2022 A3CR2 chief resident survey. MATERIALS AND METHODS An online survey was distributed to chief residents from 197 Accreditation Council on Graduate Medical Education-accredited radiology residency programs. Chief residents responded to questions regarding their individual procedural readiness and attitudes on virtual radiology education. A single chief resident from each residency answered programmatic questions including the use of virtual education, faculty coverage, and fellowship choices among their graduating classes. RESULTS We received 110 individual responses from 61 programs, yielding a 31% program response rate. Although the majority (80%) of programs maintained purely in-person attending readout throughout the COVID 19 pandemic, only 13% of programs reported purely in-person didactics and 26% converted to all virtual didactics. The majority (53%-74%) of chief residents perceived virtual learning (in read-out, case conference, and didactic formats) to be less effective than in-person learning. One third of chief residents reported decreased procedural exposure during the pandemic, and 7%-9% of chief residents felt uncomfortable with basic procedures (basic fluoroscopy examinations, basic aspiration/drainage procedures, and superficial biopsy procedures). The number of programs with 24/7 attending coverage increased from 35% in 2019 to 49% in 2022. Body, neuroradiology, and interventional radiology were the most popular advanced training options among graduating radiology residents. CONCLUSION The COVID-19 pandemic had a profound impact on radiology training, particularly in terms of virtual learning. These survey results suggest that although digital learning offers increased flexibility, most residents still prefer in-person readout and didactics. Despite this, virtual learning will likely remain a viable option as programs continue to evolve following the pandemic.
Collapse
Affiliation(s)
- Allison Khoo
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, Missouri
| | - Christopher Ho
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, Atlanta, Georgia
| | - David H Ballard
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, Missouri
| | - Jennifer E Gould
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, Missouri
| | - Kaitlin M Marquis
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, Missouri.
| |
Collapse
|
5
|
Perchik JD, Smith AD, Elkassem AA, Park JM, Rothenberg SA, Tanwar M, Yi PH, Sturdivant A, Tridandapani S, Sotoudeh H. Artificial Intelligence Literacy: Developing a Multi-institutional Infrastructure for AI Education. Acad Radiol 2023; 30:1472-1480. [PMID: 36323613 DOI: 10.1016/j.acra.2022.10.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2022] [Revised: 09/23/2022] [Accepted: 10/01/2022] [Indexed: 11/17/2022]
Abstract
RATIONALE AND OBJECTIVES To evaluate the effectiveness of an artificial intelligence (AI) in radiology literacy course on participants from nine radiology residency programs in the Southeast and Mid-Atlantic United States. MATERIALS AND METHODS A week-long AI in radiology course was developed and included participants from nine radiology residency programs in the Southeast and Mid-Atlantic United States. Ten 30 minutes lectures utilizing a remote learning format covered basic AI terms and methods, clinical applications of AI in radiology by four different subspecialties, and special topics lectures on the economics of AI, ethics of AI, algorithm bias, and medicolegal implications of AI in medicine. A proctored hands-on clinical AI session allowed participants to directly use an FDA cleared AI-assisted viewer and reporting system for advanced cancer. Pre- and post-course electronic surveys were distributed to assess participants' knowledge of AI terminology and applications and interest in AI education. RESULTS There were an average of 75 participants each day of the course (range: 50-120). Nearly all participants reported a lack of sufficient exposure to AI in their radiology training (96.7%, 90/93). Mean participant score on the pre-course AI knowledge evaluation was 8.3/15, with a statistically significant increase to 10.1/15 on the post-course evaluation (p= 0.04). A majority of participants reported an interest in continued AI in radiology education in the future (78.6%, 22/28). CONCLUSION A multi-institutional AI in radiology literacy course successfully improved AI education of participants, with the majority of participants reporting a continued interest in AI in radiology education in the future.
Collapse
Affiliation(s)
- J D Perchik
- Department of Diagnostic Radiology, University of Alabama at Birmingham, Birmingham, Alabama.
| | - A D Smith
- Department of Diagnostic Radiology, University of Alabama at Birmingham, Birmingham, Alabama
| | - A A Elkassem
- Department of Diagnostic Radiology, University of Alabama at Birmingham, Birmingham, Alabama
| | - J M Park
- Department of Diagnostic Radiology, University of Alabama at Birmingham, Birmingham, Alabama
| | - S A Rothenberg
- Department of Diagnostic Radiology, University of Alabama at Birmingham, Birmingham, Alabama
| | - M Tanwar
- Department of Diagnostic Radiology, University of Alabama at Birmingham, Birmingham, Alabama
| | - P H Yi
- Department of Diagnostic Radiology and Nuclear Medicine, University of Maryland Medical Intelligent Imaging Center, University of Maryland School of Medicine, Baltimore, Maryland
| | - A Sturdivant
- University of Alabama at Birmingham Heersink School of Medicine
| | - S Tridandapani
- Department of Diagnostic Radiology, University of Alabama at Birmingham, Birmingham, Alabama
| | - H Sotoudeh
- Department of Diagnostic Radiology, University of Alabama at Birmingham, Birmingham, Alabama
| |
Collapse
|
6
|
Sailer A, Vijan A, Silva AM, Solomon N. Becoming a Successful Radiologist: Toolbox for Supplementing Radiology Education in the Digital Age. Radiographics 2023; 43:e220201. [PMID: 37167090 DOI: 10.1148/rg.220201] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Affiliation(s)
- Anne Sailer
- From the Section of Interventional Radiology, Department of Radiology and Biomedical Imaging, Yale School of Medicine, 333 Cedar St, PO Box 208042, Room TE-2, New Haven, CT 06520 (A.S., N.S.); Department of Radiodiagnosis, Tata Memorial Hospital, Homi Bhabha National Institute Mumbai, Maharashtra, India (A.V.); and Department of Medical Education, Boonshoft School of Medicine, Wright State University, Dayton, Ohio (A.M.S.)
| | - Antariksh Vijan
- From the Section of Interventional Radiology, Department of Radiology and Biomedical Imaging, Yale School of Medicine, 333 Cedar St, PO Box 208042, Room TE-2, New Haven, CT 06520 (A.S., N.S.); Department of Radiodiagnosis, Tata Memorial Hospital, Homi Bhabha National Institute Mumbai, Maharashtra, India (A.V.); and Department of Medical Education, Boonshoft School of Medicine, Wright State University, Dayton, Ohio (A.M.S.)
| | - Annelise M Silva
- From the Section of Interventional Radiology, Department of Radiology and Biomedical Imaging, Yale School of Medicine, 333 Cedar St, PO Box 208042, Room TE-2, New Haven, CT 06520 (A.S., N.S.); Department of Radiodiagnosis, Tata Memorial Hospital, Homi Bhabha National Institute Mumbai, Maharashtra, India (A.V.); and Department of Medical Education, Boonshoft School of Medicine, Wright State University, Dayton, Ohio (A.M.S.)
| | - Nadia Solomon
- From the Section of Interventional Radiology, Department of Radiology and Biomedical Imaging, Yale School of Medicine, 333 Cedar St, PO Box 208042, Room TE-2, New Haven, CT 06520 (A.S., N.S.); Department of Radiodiagnosis, Tata Memorial Hospital, Homi Bhabha National Institute Mumbai, Maharashtra, India (A.V.); and Department of Medical Education, Boonshoft School of Medicine, Wright State University, Dayton, Ohio (A.M.S.)
| |
Collapse
|
7
|
Mohamed Shah MTB, Yeong LC, Cheng LTE, Ang J, Lishan Y, Tan K, Lim CCT. Future Online Radiology Education: The Importance of Curriculum. Korean J Radiol 2023; 24:173-176. [PMID: 36788773 PMCID: PMC9971839 DOI: 10.3348/kjr.2023.0029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Accepted: 01/12/2023] [Indexed: 02/16/2023] Open
Affiliation(s)
| | - Lim Chee Yeong
- Department of Diagnostic Radiology, Singapore General Hospital, Singapore
| | | | - Jessica Ang
- Educational Development, Office of Medical Education, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Yang Lishan
- Educational Development, Office of Medical Education, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Kevin Tan
- Department of Neurology, National Neuroscience Institute, Singapore.,Duke-NUS Medical School, Singapore
| | - Choie Cheio Tchoyoson Lim
- Duke-NUS Medical School, Singapore.,Department of Neuroradiology, National Neuroscience Institute, Singapore
| |
Collapse
|
8
|
Lakhani DA, Doo FX, Chung C. Developing a Comprehensive Resident-driven Research Training Pathway: A Chief Resident's Perspective. Curr Probl Diagn Radiol 2023; 52:93-96. [PMID: 36050135 DOI: 10.1067/j.cpradiol.2022.07.004] [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] [Received: 01/19/2022] [Revised: 07/09/2022] [Accepted: 07/27/2022] [Indexed: 02/05/2023]
Abstract
Wide variation exists in research training, experience, opportunities, and exposure across various radiology residency training programs, ranging from having a dedicated research track to no exposure to hypothesis driven projects. Studies conducted at different residency training programs with varied resources and National Institutes of Health funding have shown that resident-driven research initiatives and mentorship programs have the potential to improve research experience during residency training, engage more medical students in research, increase departmental peer-reviewed publications and increase peer-reviewed publications of early-career faculty physicians. In an attempt to standardize the research training during radiology residency, we propose a standardized resident-led program which institutions may adapt, as well as resources that the American Alliance of Academic Chief Residents in Radiology (A3CR2) might compile in collaboration with other national organizations to improve trainee's research experience during their radiology residency training.
Collapse
Affiliation(s)
- Dhairya A Lakhani
- Chief Resident, Department of Radiology, West Virginia University, Morgantown, WV.; American Alliance of Academic Chief Residents in Radiology (A³CR²), Association of University Radiologists; The William W. Olmsted Trainee Editorial Fellow, The Radiological Society of North America (RSNA), Oak Brook, IL.
| | - Florence X Doo
- American Alliance of Academic Chief Residents in Radiology (A³CR²), Association of University Radiologists; Chief Resident, Department of Radiology, Icahn School of Medicine at Mount Sinai West, New York, NY.; Department of Radiology, Stanford University, Stanford, CA
| | - Charlotte Chung
- American Alliance of Academic Chief Residents in Radiology (A³CR²), Association of University Radiologists; Chief Resident, Department of Radiology, Emory University, Atlanta, GA.; Department of Radiology, New York University Langone Health, New York, NY
| |
Collapse
|
9
|
Ho ML, Arnold CW, Decker SJ, Hazle JD, Krupinski EA, Mankoff DA. Institutional Strategies to Maintain and Grow Imaging Research During the COVID-19 Pandemic. Acad Radiol 2023; 30:631-639. [PMID: 36764883 PMCID: PMC9816088 DOI: 10.1016/j.acra.2022.12.045] [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: 10/24/2022] [Revised: 12/23/2022] [Accepted: 12/24/2022] [Indexed: 01/09/2023]
Abstract
Understanding imaging research experiences, challenges, and strategies for academic radiology departments during and after COVID-19 is critical to prepare for future disruptive events. We summarize key insights and programmatic initiatives at major academic hospitals across the world, based on literature review and meetings of the Radiological Society of North America Vice Chairs of Research (RSNA VCR) group. Through expert discussion and case studies, we provide suggested guidelines to maintain and grow radiology research in the postpandemic era.
Collapse
Affiliation(s)
- Mai-Lan Ho
- Nationwide Children's Hospital and The Ohio State University, Columbus, Ohio.
| | | | | | - John D. Hazle
- The University of Texas MD Anderson Cancer Center, Houston, Texas
| | | | | |
Collapse
|
10
|
Mohajeri Moghaddam S, Montoya S, Howard D, Nicholas J, Sunkutu V, Kim S, Patel A, Potchen M. Development of a Computer-Based Radiology Curriculum in Conjunction with Zambia's First Training Program. Radiographics 2023; 43:e220065. [DOI: 10.1148/rg.220065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
|
11
|
Patil NS, Gunter D, Larocque N. The Impact of the COVID-19 Pandemic on Radiology Resident Education: Where Do We Go From Here? Acad Radiol 2022; 29:576-583. [PMID: 35033451 PMCID: PMC8610839 DOI: 10.1016/j.acra.2021.11.015] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2021] [Revised: 11/09/2021] [Accepted: 11/18/2021] [Indexed: 02/03/2023]
Abstract
The Coronavirus Disease of 2019 (COVID-19) pandemic caused a dramatic shift in radiology resident education. Primarily, physical distancing prompted a general transition to virtual learning. Common changes made by radiology residency programs included virtual rounds and readouts, the use of simulation technology, and case-based learning which utilized pedagogical approaches such as the flipped classroom for teaching residents. Virtual learning appears to be a suitable alternative to traditional, in-person learning, and may have a place post-pandemic as part of a blended curriculum with in-person and virtual components. The extent of disruption to radiology resident education varied based on the local impact of COVID-19 and the prevalence of redeployment, as did residents’ mental health and wellbeing. Accessibility of mental health resources for residents was highlighted as an issue that programs need to address during these difficult times. Moreover, the pandemic resulted in unavoidable reductions in procedural exposure which programs mitigated through the use of simulation technologies and virtual learning resources. Professional development activities such as mentorship and career planning were also dramatically impacted by the pandemic and remains a challenge that programs need to consider moving forward post-pandemic. The purpose of this review is to outline the changes made to radiology resident education as a result of the COVID-19 pandemic and suggest what changes may be worthwhile to continue.
Collapse
Affiliation(s)
- Nikhil S Patil
- Michael G Degroote School of Medicine, McMaster University, Hamilton, ON, Canada.
| | - Dane Gunter
- University College Cork School of Medicine, Cork, Ireland
| | - Natasha Larocque
- Department of Diagnostic Imaging, Hamilton General Hospital, Hamilton Health Sciences, McMaster University, Hamilton, ON, Canada
| |
Collapse
|
12
|
Nabhani Y, Xie VK, Badawy M, Karim R, Abdullatif U, Negm AS, Bhosale H, Rohren S, Elhatw A, Ghannam S, Abusaif A, Elsamaloty M, Shalaby N, Choucair F, Khalifa I, Saad MA, Patel P, Almubaid Z, Shehata MA, ElHefnawi Y, Kamal S, Hammad MF, Elsayes KM. Multidisciplinary approach of teaching radiology to medical students in Egypt: Is this an effective method? THE EGYPTIAN JOURNAL OF RADIOLOGY AND NUCLEAR MEDICINE 2021. [PMCID: PMC8649317 DOI: 10.1186/s43055-021-00672-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Background In multidisciplinary education, different perspectives from more than one discipline are used to illustrate a certain topic. The aim of this study was to evaluate the effectiveness of an online, multidisciplinary radiology curriculum to teach radiology to medical students in Egypt. A multidisciplinary team of radiologists, surgeons, and internists taught a series of 5 case-based radiology sessions on a web conference platform. Topics included common clinical case scenarios for various body systems. Undergraduate medical students across Egypt were enrolled in the course. A pre-test–post-test design was used to evaluate the efficacy of each session. Upon course completion, students filled out a subjective survey to assess the radiology education series. Results On average, 1000 students attended each session. For each session, an average of 734 students completed both the pre-test and post-test. There was a statistically significant increase in post-test scores compared to pre-test scores across all 5 sessions (p < 0.001) with an overall average score improvement of 63%. A subjective survey at the end of the course was completed by 1027 students. Over 96% of students found the lecture series to be a worthwhile experience that increased their imaging knowledge and interest in radiology, and that the use of a multidisciplinary approach added educational value. About 66% of students also reported that the session topics were “excellent and clinically important.” There was a marked increase in reported confidence levels in radiology competencies before and after attendance of the sessions. Conclusions An online radiology curriculum with a multidisciplinary approach can be implemented successfully to reach a large group of medical students and meet their educational objectives.
Collapse
|
13
|
Gipson J, Lee R, Clements W. Impact of COVID-19 lockdowns on registrar reporting volumes in a Melbourne teaching hospital. J Med Imaging Radiat Oncol 2021; 66:115-116. [PMID: 34796653 PMCID: PMC8652562 DOI: 10.1111/1754-9485.13353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Jacob Gipson
- Department of Radiology, Alfred Health, Melbourne, Victoria, Australia
| | - Robin Lee
- Department of Radiology, Alfred Health, Melbourne, Victoria, Australia
| | - Warren Clements
- Department of Radiology, Alfred Health, Melbourne, Victoria, Australia.,National Trauma Research Institute, Melbourne, Victoria, Australia.,Department of Surgery, Monash University Central Clinical School, Melbourne, Victoria, Australia
| |
Collapse
|
14
|
Singer AM, DeBenedectis CM, Rosen MP. Integrating art museum visits into the radiology curriculum: A program to encourage engagement, observation and analytic skills among millennial learners. Clin Imaging 2021; 79:204-206. [PMID: 34116296 DOI: 10.1016/j.clinimag.2021.05.019] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Revised: 05/22/2021] [Accepted: 05/27/2021] [Indexed: 10/21/2022]
Abstract
Millennial learners have unique educational preferences and expectations, many of which vary significantly from those of their predecessors. To aid in the preparation and training of the next generation of radiologists, we have been exploring a teaching technique using an art observation training workshop to foster engagement of millennial radiology residents to pay closer attention to image detail, clearly state the observations and synthesize the "story" of the patient's condition. Fine tuning these visual skills is crucial as research shows that over 70% of errors in interpreting diagnostic imaging studies are related to visual perception errors.
Collapse
Affiliation(s)
- Andrew M Singer
- Department of Radiology, University of Massachusetts Medical School, UMass Memorial Medical Center, 55 Lake Avenue North, Worcester, MA 01655, United States of America.
| | - Carolynn M DeBenedectis
- Department of Radiology, University of Massachusetts Medical School, UMass Memorial Medical Center, 55 Lake Avenue North, Worcester, MA 01655, United States of America
| | - Max P Rosen
- Department of Radiology, University of Massachusetts Medical School, UMass Memorial Medical Center, 55 Lake Avenue North, Worcester, MA 01655, United States of America
| |
Collapse
|