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Sendra-Portero F, Lorenzo-Álvarez R, Rudolphi-Solero T, Ruiz-Gómez MJ. The Second Life Metaverse and Its Usefulness in Medical Education After a Quarter of a Century. J Med Internet Res 2024; 26:e59005. [PMID: 39106480 PMCID: PMC11336510 DOI: 10.2196/59005] [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: 03/30/2024] [Revised: 06/03/2024] [Accepted: 06/11/2024] [Indexed: 08/09/2024] Open
Abstract
The immersive virtual world platform Second Life (SL) was conceived 25 years ago, when Philip Rosedale founded Linden Lab in 1999 with the intention of developing computing hardware that would allow people to immerse themselves in a virtual world. This initial effort was transformed 4 years later into SL, a universally accessible virtual world centered on the user, with commercial transactions and even its own virtual currency, which fully connects with the concept of the metaverse, recently repopularized after the statements of the chief executive officer of Meta (formerly Facebook) in October 2021. SL is considered the best known virtual environment among higher education professionals. This paper aimed to review medical education in the SL metaverse; its evolution; and its possibilities, limitations, and future perspectives, focusing especially on medical education experiences during undergraduate, residency, and continuing medical education. The concept of the metaverse and virtual worlds was described, making special reference to SL and its conceptual philosophy, historical evolution, and technical aspects and capabilities for higher education. A narrative review of the existing literature was performed, including at the same time a point of view from our teaching team after an uninterrupted practical experience of undergraduate and postgraduate medical education in the last 13 years with >4000 users and >10 publications on the subject. From an educational point of view, SL has the advantages of being available 24/7 and creating in the student the important feeling of "being there" and of copresence. This, together with the reproduction of the 3D world, real-time interaction, and the quality of voice communication, makes the immersive experiences unique, generating engagement and a fluid interrelation of students with each other and with their teachers. Various groups of researchers in medical education have developed experiences during these years, which have shown that courses, seminars, workshops and conferences, problem-based learning experiences, evaluations, teamwork, gamification, medical simulation, and virtual objective structured clinical examinations can be successfully carried out. Acceptance from students and faculty is generally positive, recognizing its usefulness for undergraduate medical education and continuing medical education. In the 25 years since its conception, SL has proven to be a virtual platform that connects with the concept of the metaverse, an interconnected, open, and globally accessible system that all humans can access to socialize or share products for free or using a virtual currency. SL remains active and technologically improved since its creation. It is necessary to continue carrying out educational experiences, outlining the organization, objectives, and content and measuring the actual educational impact to make SL a tool of more universal use.
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Affiliation(s)
- Francisco Sendra-Portero
- Department of Radiology and Physical Medicine, Facultad de Medicina, Universidad de Málaga, Málaga, Spain
| | - Rocío Lorenzo-Álvarez
- Department of Emergency and Intensive Care, Hospital de la Axarquía, Vélez-Málaga, Spain
| | - Teodoro Rudolphi-Solero
- Department of Radiology and Physical Medicine, Facultad de Medicina, Universidad de Málaga, Málaga, Spain
| | - Miguel José Ruiz-Gómez
- Department of Radiology and Physical Medicine, Facultad de Medicina, Universidad de Málaga, Málaga, Spain
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Salhöfer L, Haubold J, Gutt M, Hosch R, Umutlu L, Meetschen M, Schuessler M, Forsting M, Nensa F, Schaarschmidt BM. The importance of educational tools and a new software solution for visualizing and quantifying report correction in radiology training. Sci Rep 2024; 14:1172. [PMID: 38216664 PMCID: PMC10786897 DOI: 10.1038/s41598-024-51462-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 01/05/2024] [Indexed: 01/14/2024] Open
Abstract
A novel software, DiffTool, was developed in-house to keep track of changes made by board-certified radiologists to preliminary reports created by residents and evaluate its impact on radiological hands-on training. Before (t0) and after (t2-4) the deployment of the software, 18 residents (median age: 29 years; 33% female) completed a standardized questionnaire on professional training. At t2-4 the participants were also requested to respond to three additional questions to evaluate the software. Responses were recorded via a six-point Likert scale ranging from 1 ("strongly agree") to 6 ("strongly disagree"). Prior to the release of the software, 39% (7/18) of the residents strongly agreed with the statement that they manually tracked changes made by board-certified radiologists to each of their radiological reports while 61% were less inclined to agree with that statement. At t2-4, 61% (11/18) stated that they used DiffTool to track differences. Furthermore, we observed an increase from 33% (6/18) to 44% (8/18) of residents who agreed to the statement "I profit from every corrected report". The DiffTool was well accepted among residents with a regular user base of 72% (13/18), while 78% (14/18) considered it a relevant improvement to their training. The results of this study demonstrate the importance of providing a time-efficient way to analyze changes made to preliminary reports as an additive for professional training.
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Affiliation(s)
- Luca Salhöfer
- Institute of Diagnostic and Interventional Radiology and Neuroradiology, University Hospital Essen, Hufelandstr. 55, 45147, Essen, Germany.
- Institute for Artificial Intelligence in Medicine, University Hospital Essen, Essen, Germany.
| | - Johannes Haubold
- Institute of Diagnostic and Interventional Radiology and Neuroradiology, University Hospital Essen, Hufelandstr. 55, 45147, Essen, Germany
- Institute for Artificial Intelligence in Medicine, University Hospital Essen, Essen, Germany
| | - Maurice Gutt
- Central IT Services, University Hospital Essen, Essen, Germany
| | - René Hosch
- Institute for Artificial Intelligence in Medicine, University Hospital Essen, Essen, Germany
| | - Lale Umutlu
- Institute of Diagnostic and Interventional Radiology and Neuroradiology, University Hospital Essen, Hufelandstr. 55, 45147, Essen, Germany
| | - Mathias Meetschen
- Institute of Diagnostic and Interventional Radiology and Neuroradiology, University Hospital Essen, Hufelandstr. 55, 45147, Essen, Germany
- Institute for Artificial Intelligence in Medicine, University Hospital Essen, Essen, Germany
| | - Maximilian Schuessler
- Institute of Diagnostic and Interventional Radiology and Neuroradiology, University Hospital Essen, Hufelandstr. 55, 45147, Essen, Germany
- Institute for Artificial Intelligence in Medicine, University Hospital Essen, Essen, Germany
| | - Michael Forsting
- Institute of Diagnostic and Interventional Radiology and Neuroradiology, University Hospital Essen, Hufelandstr. 55, 45147, Essen, Germany
| | - Felix Nensa
- Institute of Diagnostic and Interventional Radiology and Neuroradiology, University Hospital Essen, Hufelandstr. 55, 45147, Essen, Germany
- Institute for Artificial Intelligence in Medicine, University Hospital Essen, Essen, Germany
| | - Benedikt Michael Schaarschmidt
- Institute of Diagnostic and Interventional Radiology and Neuroradiology, University Hospital Essen, Hufelandstr. 55, 45147, Essen, Germany
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Rudolphi-Solero T, Lorenzo-Álvarez R, Domínguez-Pinos D, Ruiz-Gómez MJ, Sendra-Portero F. An Interuniversity Competition for Medical Students to Learn Radiology in the Second Life Metaverse. J Am Coll Radiol 2023:S1546-1440(23)00842-6. [PMID: 37922968 DOI: 10.1016/j.jacr.2023.09.012] [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: 05/25/2023] [Revised: 09/12/2023] [Accepted: 09/20/2023] [Indexed: 11/07/2023]
Abstract
PURPOSE The aim of this study was to evaluate an interuniversity competition online to learn radiology held in a 3-D virtual world, the Second Life metaverse, by analyzing the results of the game and students' perceptions. METHODS Medical students voluntarily participated in teams of four, for 6 weeks, successively covering radiologic anatomy and radiologic semiology of the chest, abdomen, and musculoskeletal. Each week, participants had 4.5 days to study self-learning presentations and 2.5 days to complete an individual multiple-choice test and a team task, the results of which determined the game's ranking. Participants were asked to complete a cognitive-load test, a perception questionnaire, and a postexposure knowledge test. RESULTS The competition was repeated for 2 years (editions), in 2020 and 2021. Seventy-five of 102 teams (73.5%) registered completed the game; 76% of them included third-year students. The average percentage of correct answers in the individual tests and team tasks was 74.2 ± 15.1 and 71.6 ± 14.7 respectively, without significant differences between both competitions. In general, the experience was valued positively (scores >8 on a 10-point scale). A lower perception score was found in 2021 among students from universities other than the organizing university, showing a positive correlation with the in-game score. CONCLUSIONS An interuniversity competition in the Second Life metaverse for undergraduate learning radiology is feasible and reproducible. Participating medical students considered it interesting and useful and also identified this activity during the 2 years of the coronavirus disease 2019 pandemic as a playful learning and social interaction experience.
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Affiliation(s)
- Teodoro Rudolphi-Solero
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain. https://twitter.com/TeoRudSol
| | - Rocío Lorenzo-Álvarez
- Critical Care and Emergency Service, Hospital de la Axarquía, Velez-Malaga, Spain. https://twitter.com/estrellitadluz
| | - Dolores Domínguez-Pinos
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain
| | - Miguel José Ruiz-Gómez
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain
| | - Francisco Sendra-Portero
- Director, Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain.
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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.
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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.
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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.
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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
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Stewart M, Yang N, Lim R. Provision of feedback to radiology trainees: Barriers and inefficiencies, why it matters and a potential solution. J Med Imaging Radiat Oncol 2023; 67:77-80. [PMID: 36480020 DOI: 10.1111/1754-9485.13497] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Accepted: 11/15/2022] [Indexed: 12/13/2022]
Affiliation(s)
- Michael Stewart
- Radiology Department, Austin Health, Melbourne, Victoria, Australia
| | - Natalie Yang
- Radiology Department, Austin Health, Melbourne, Victoria, Australia
| | - Ruth Lim
- Radiology Department, Austin Health, Melbourne, Victoria, Australia
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Fefferman NR, Recht MP. AUR Radiology Resident Core Curriculum Lecture Series - A Model for Multi-Society Collaborative Virtual Education. Acad Radiol 2023; 30:617-620. [PMID: 36639275 DOI: 10.1016/j.acra.2022.12.012] [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: 10/11/2022] [Revised: 11/23/2022] [Accepted: 12/05/2022] [Indexed: 01/13/2023]
Abstract
To fulfill ACGME requirements, radiology residency programs are required to provide an educational experience that includes a core didactic curriculum for each subspecialty. Although developing and delivering such a core curriculum may not present a problem for large academic programs, it can present a significant challenge for smaller programs with limited faculty in each subspecialty area. Success of the core curriculum lectures series developed for cardiothoracic radiology by the Society of Thoracic Radiology and for musculoskeletal radiology by the International Skeletal Society in collaboration with the Society for Skeletal Radiology prompted the idea of creating a comprehensive core curriculum lecture series encompassing all subspecialties. This paper aims to describe the multi-society collaborative effort entailed in building a curated, on line resident focused core curriculum lecture series detailing the barriers encountered, effects of the COVID-19 pandemic and impact of the finished project.
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Affiliation(s)
- Nancy R Fefferman
- NYU Grossman School of Medicine, 660 First Avenue, New York, NY 10021 (N.R.F., M.P.R.).
| | - Michael P Recht
- NYU Grossman School of Medicine, 660 First Avenue, New York, NY 10021 (N.R.F., M.P.R.)
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Work From Home in Academic Radiology Departments: Advantages, Disadvantages and Strategies for the Future. Acad Radiol 2022; 30:585-589. [PMID: 36577604 PMCID: PMC9791330 DOI: 10.1016/j.acra.2022.11.019] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Revised: 11/06/2022] [Accepted: 11/08/2022] [Indexed: 12/27/2022]
Abstract
To achieve necessary social distancing during the Covid-19 pandemic, working from home was introduced at most if not all academic radiology departments. Although initially thought to be a temporary adaptation, the popularity of working from home among faculty has made it likely that it will remain a component of radiology departments for the long term. This paper will review the potential advantages and disadvantages of working from home for an academic radiology department and suggest strategies to try to preserve the advantages and minimize the disadvantages.
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Radiology trainee and attending satisfaction with virtual readouts during the COVID-19 pandemic. Clin Imaging 2022; 88:66-77. [PMID: 35643045 PMCID: PMC9123824 DOI: 10.1016/j.clinimag.2022.05.006] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Revised: 05/06/2022] [Accepted: 05/16/2022] [Indexed: 01/25/2023]
Abstract
RATIONALE AND OBJECTIVES In response to COVID-19, our institution implemented three virtual readout systems: a commercial HIPAA compliant web-based video conferencing platform used for screen-sharing (Starleaf), an interactive control sharing system integrated into PACS allowing simultaneous multi-user mouse control over images (Collaborate), and the telephone. Our aim was to assess overall satisfaction with and perceived effectiveness of these virtual readout methods to optimize best practices for the future. MATERIALS AND METHODS An IRB-exempt survey was electronically distributed to 64 trainees and 76 attendings at one tertiary-care institution via Survey Monkey. Questions focused on overall satisfaction, perceived effectiveness, technical difficulties, and continued future use of the three virtual readout strategies. Answers were collected with Likert scales, tick boxes, and open-ended questions. RESULTS 32/64 trainees (50%) and 32/76 attendings (42%) completed the survey. Trainees and attendings were more satisfied with screen sharing (Starleaf) and perceived it more effective than control sharing (Collaborate) or the telephone (p < 0.0001). Respondents experienced more technical difficulties with control sharing versus screen sharing (p = 0.0004) with a negative correlation between level of technical difficulties and satisfaction with screen sharing (r = -0.50, p < 0.0001) and control sharing (r = -0.38, p = 0.0006). Trainees and faculty supported a combination of in-person and virtual readouts in the future (p < 0.0001). CONCLUSION Platforms mirroring in-person readouts, such as Starleaf, are preferred by both trainees and attendings over non-screen sharing platforms such as the telephone. However, technical stability determines satisfaction between similar platforms. Both trainees and attendings support incorporation of virtual readout methods in combination with traditional in-person readouts in the post-COVID-19 era.
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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.
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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
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Affiliation(s)
- Omer A Awan
- Associate Vice Chair of Education, University of Maryland School of Medicine, 655 W Baltimore Street, Baltimore, MD 21201.
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13
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Impact of COVID-19 on radiology education in Europe: a survey by the ESR Radiology Trainees Forum (RTF). Insights Imaging 2021; 12:165. [PMID: 34751827 PMCID: PMC8576794 DOI: 10.1186/s13244-021-01113-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Accepted: 10/15/2021] [Indexed: 12/23/2022] Open
Abstract
Background The ongoing COVID-19 pandemic has significantly affected radiology services around the globe. The impact of the crisis on radiology education in Europe has yet to be determined, in order to identify measures to achieve optimal training of radiologists during pandemics. The aim of this survey was to evaluate the impact of the pandemic on young radiologist members of the European Society of Radiology (ESR). Methods A survey consisting of 28 questions was developed and distributed using SurveyMonkey to all ESR European radiologist members in training. The survey sought to collect information on three main themes, ‘demographics’, ‘training level’ and ‘effects of COVID-19’. The responses were statistically analysed with the use of R programming using descriptive statistics. Results A total of 249 responses from 34 countries were collected. Specific training on COVID-19 was not offered to 52.2% (130) of the participants. A total of 196 participants were not redeployed to other specialities but only 46.2% of institutions allowed residents to work from home. E-learning was offered at 43% of the departments and most participants (86.2%) were not allowed to switch from clinical work to research. A minority (n = 13) were suspended with (30.8%) or without salary (38.5%) or were forced to take vacation/yearly holiday leave (7.7%) or sick leave (23%). Almost half of the participants did not have access to personal protective equipment and a minority of them had their financial status affected. Conclusions The ongoing SARS-CoV-2 outbreak has significantly affected all aspects of postgraduate radiology training across the ESR member countries. Supplementary Information The online version contains supplementary material available at 10.1186/s13244-021-01113-3.
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Lukashova-Sanz O, Wahl S, Wallis TSA, Rifai K. The Impact of Shape-Based Cue Discriminability on Attentional Performance. Vision (Basel) 2021; 5:vision5020018. [PMID: 33920907 PMCID: PMC8167570 DOI: 10.3390/vision5020018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 04/09/2021] [Accepted: 04/13/2021] [Indexed: 11/16/2022] Open
Abstract
With rapidly developing technology, visual cues became a powerful tool for deliberate guiding of attention and affecting human performance. Using cues to manipulate attention introduces a trade-off between increased performance in cued, and decreased in not cued, locations. For higher efficacy of visual cues designed to purposely direct user’s attention, it is important to know how manipulation of cue properties affects attention. In this verification study, we addressed how varying cue complexity impacts the allocation of spatial endogenous covert attention in space and time. To gradually vary cue complexity, the discriminability of the cue was systematically modulated using a shape-based design. Performance was compared in attended and unattended locations in an orientation-discrimination task. We evaluated additional temporal costs due to processing of a more complex cue by comparing performance at two different inter-stimulus intervals. From preliminary data, attention scaled with cue discriminability, even for supra-threshold cue discriminability. Furthermore, individual cue processing times partly impacted performance for the most complex, but not simpler cues. We conclude that, first, cue complexity expressed by discriminability modulates endogenous covert attention at supra-threshold cue discriminability levels, with increasing benefits and decreasing costs; second, it is important to consider the temporal processing costs of complex visual cues.
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Affiliation(s)
- Olga Lukashova-Sanz
- Institute for Ophthalmic Research, University of Tübingen, 72076 Tübingen, Germany; (S.W.); (K.R.)
- Correspondence: ; Tel.: +49-7071-29-83710
| | - Siegfried Wahl
- Institute for Ophthalmic Research, University of Tübingen, 72076 Tübingen, Germany; (S.W.); (K.R.)
- Carl Zeiss Vision International GmbH, 73430 Aalen, Germany
| | | | - Katharina Rifai
- Institute for Ophthalmic Research, University of Tübingen, 72076 Tübingen, Germany; (S.W.); (K.R.)
- Carl Zeiss Vision International GmbH, 73430 Aalen, Germany
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