Implementation of Medical Students as Radiology Reading Room Coordinators

OBJECTIVE

Effort has been made to minimize the burden of non-interpretive tasks (NITs), in particular by hiring and training non-radiologist support staff as reading room coordinators (RRCs). Our medical center recruited and trained senior medical students from our affiliated school of medicine to work alongside on-call radiology residents as RRCs.

METHODS

A 12-month Malpractice Carrier monetary grant was acquired to fund medical students at with the aim to reduce malpractice risk. After the first year, residents were surveyed regarding the impact of the RRCs on perceived on-call efficiency and morale. Furthermore, report turnaround times (TAT) on call shifts that were and were not accompanied by a RRC were compared.

RESULTS

89 % of residents strongly agreed that the RRC improved workflow efficiency, decreased distractions, and felt less stressed during the call shift when the RRC was on duty. 78 % strongly agreed to be more likely to contact a referring clinician when the RRC was able to help coordinate. The mean TAT in the presence of a RRC was 36.8 min, and the mean TAT in the absence of a RRC was 36.9 min DISCUSSION: After hiring medical students to assist on-call radiology residents with noninterpretive tasks, residents reported subjective indicators of program success, but average report turnaround time was unaffected. Nevertheless, we predict that this type of program will continue to grow among academic radiology departments, though additional research is required to evaluate national trends and impacts on radiologist productivity and well-being.

The "Look Ahead" Technique: A Novel Way to Engage Medical Students in the Radiology Reading Room

RATIONALE AND OBJECTIVES

Engaging medical students during a radiology course can be challenging. We sought a way to actively engage students with live cases, allow them to interact with the picture archiving and communication system workstation, and experience what it is like to be a radiologist.

MATERIALS AND METHODS

Medical students enrolled in one of three radiology courses between May 2016 and June 2017 were eligible. The "Look Ahead" technique is as follows: a preceptor identifies several nonurgent imaging studies and allows the students to view the images first and make independent observations and conclusions. When ready, the students present their findings, receive feedback, and observe the preceptor generate a final report. Students completed the postcourse survey comparing the "Look Ahead" technique with the current standard (observing a preceptor interpret imaging studies with accompanying teaching points).

RESULTS

Thirty-four (56.7%) of 60 potential respondents completed the postcourse survey. Of these 34, 24 (70.6%) reported at least one reading room case (mean 4.6) in which the technique was employed, with a mean of 2.4 unique preceptors. When compared to the current standard (0 = not to 100 = very interested/engaged/valuable/memorable), the "Look Ahead" technique was associated with increased student-reported interest (92.5 vs 75.1, p < 0.01), engagement (94.0 vs 70.3, p < 0.01), educational value (92.5 vs 73.2, p < 0.01), memorability of the case (88.5 vs 73.2, p < 0.01) and of accompanying teaching points (90.1 vs 76.7, p < 0.01).

CONCLUSION

The "Look Ahead" technique is a meaningful and engaging teaching method, which students find "interesting," "valuable," and "memorable."

Desarrollo de competencias investigativas en estudiantes de las Ciencias de la Salud. Sistematización de experiencias

Desarrollar competencias investigativas en un estudiante implica conocer el uso del conocimiento de forma adecuada; esto permite que se fortalezcan las habilidades para la observación, argumentación, sistematización y cuestionamiento a fin de que se pueda crear y/o gestionar un conocimiento. Para el desarrollo de las competencias en investigación se han planteado distintas estrategias didácticas: semilleros de investigación, aprendizaje cooperativo, métodos por proyectos, aprendizaje basado en problemas, uso de mapas conceptuales, estudios de casos, seminarios, redacción de ensayos y elaboración de talleres. En la presente revisión sistemática se analizó los principales programas que se han implementado en las universidades para mejorar las competencias investigativas de estudiantes de las Ciencias de la Salud. Se destaca a los programas de verano y el trabajo colaborativo con mentores como las intervenciones más comunes y eficaces para el desarrollo de tales competencias.

The value of a medical student radiology triage program in enhancing clinical education and skills

RATIONALE AND OBJECTIVES

The Medical Student Radiology Triage Program (MSRTP) at Dartmouth-Hitchcock Medical Center recruits third- and fourth-year medical students to streamline imaging workflow for on-call radiology residents. We sought to evaluate the benefit of this program for improving medical student education.

MATERIALS AND METHODS

Members of the program were surveyed anonymously from 2010 to 2012 using a web-based survey. The survey asked the students to rate the program in several categories from 1 (very poor) to 5 (very good). Students also indicated if they are learning any of the identified skills.

RESULTS

Thirty of 54 (56%) former and current members responded to the survey. Support from on-call residents (mean rating 4.7) and interactions with residents (mean rating 4.7) were rated the highest of the categories. Students ranked training provided (4.2), interactions with technologists (4.2), and interactions with clinicians (4.1) the lowest. The medical training experience and overall experience were graded with means of 4.4 and 4.5, respectively. Ninety-six percent of students felt they acquired triaging skills, whereas 92% of students developed communication skills. Sixty-nine and sixty-two percent of students stated that they gained radiologic knowledge and general medical knowledge, respectively. Sixty-five and fifty percent of students developed imaging appropriateness criteria and image interpretation skills, respectively. The most popular reason for joining the program was for financial compensation (number of students = 12), followed by exposure to radiology (n = 8), radiology education (n = 8), and clinical exposure (n = 7). Major strengths of the program included interactions with residents, learning experience, and triaging of workflow. Students listed the top two problems with the program as computed tomography technologists and clinicians not wanting to speak to them.

CONCLUSIONS

The MSRTP serves as a valuable clinical learning experience as well as being highly beneficial to resident workflows on call. Participants of MSRTP gain clinical skills that they will use during residency.