Radiology interfaces with all medical disciplines. Whether medical students pursue a career in radiology or any other medical discipline, as future physicians they will always come across imaging at multidisciplinary conferences (MCs). Students at all departments are confronted with imaging in their studies. It is therefore important they recognize the role of radiology in patient care. With imaging being imperative for patient management, radiology is indispensable at MCs. Radiologists cooperate with all clinical departments, and are often final to be asked for decisions at MCs. Joining MCs can prepare students for image interpretation and demonstration in their future clinical practice. MCs can complement to teaching in busy clinical routine. MCs embody educational grounds of lifelong medical learning for radiologists and other physicians. As medical students are going to enter a profession of lifelong learning, MCs can likewise offer valuable educational opportunities. The article presents three reasons to seize MCs as potential teaching opportunities for medical students in radiology: 1. the significance of radiology for MCs; 2. preparation of medical students for MCs; and 3. exploration of MCs for lifelong learning.
Radiologists in radiology courses (RC) at teaching and university hospitals train medical students in competent image interpreting and reporting (IIR). Information extracted from imaging is crucial for clinical decisions and therapies. This article attempted to explore a teaching approach adapted from adult education for clinical teachers in radiology to address learning needs (LN) in radiology by interacting and tailoring teaching content to LN. The following conclusions were drawn: Addressing LN could encourage students to learn about IIR; Integrating students to negotiate teaching content should take place if feasible, despite high workload and little teaching time in clinical routine; Negotiating with students and co-teachers of other imaging disciplines would help to tailor course specifics to LN and avoid redundancies; Interacting with medical students could be efficient and effective for clinical teaching and learning in RC.
Multidisciplinary conferences (MCs) including tumor boards (TBs) holding teaching and learning opportunities for medical knowledge should be exploited as educational settings for medical students in radiology. A total of 108 MCs in radiology were analysed on interaction among students, radiologists and clinicians by non-participatory observation in 2019. Data were documented with a standardised observation sheet on criteria of teaching and learning interaction, then categorised and coded. The qualitative analysis was outlined based on two modified pedagogical principles of proactive learning, and teaching and learning processes. Results show that medical students join MCs on their own initiative. However, participation is passive. Interaction with radiologists and clinicians is limited. Although radiologists encourage students to join clinical discussions, to ask questions, and to assist in preparation of case demonstrations, students rarely seize the opportunity. The paper concludes that student interaction with radiologists and clinicians is limited regarding radiology and other medical disciplines. Students should be engaged in clinical discussions; be integrated in assisting radiologists in preparation and follow-up of case demonstrations to learn about imaging; be guided in case demonstrations to understand that clinical decisions depend on information in imaging. MCs can be exploited for teaching and proactive learning by students, radiologists and clinicians. Keywords: multidisciplinary conferences, teaching opportunities, medical education, academic radiology, student interaction
We attempt to explore how to integrate medical students learning needs in teaching imaging courses in radiology through means of interaction. An interactive teaching approach will allow radiologists as medical teachers to flexibly cater student learning needs face to face. An interactive teaching approach supports addressing learning needs through dialogue, while being efficient for clinical teaching and effective for medical learning. As part of an ongoing study the following initial results can be assumed: By interacting, radiologists and students can negotiate learning needs in a needoriented approach as to tailor teaching objectives to demand; By interacting, radiologists and students can rapidly bring across learning and teaching objectives besides a busy clinical routine; By cooperating with co-teachers of other imaging disciplines, radiologists can tailor clinical content to student learning needs, and avoid redundancies within medical education. Interacting could encourage medical students to learn about image interpreting and demonstrating basic clinical patterns in imaging and case reporting; Interacting while negotiating learning and teaching objectives, could be time-efficient due to staff shortage, high workload, numerous case conferences and limited teaching time in clinical routine at teaching and university hospitals; Cooperating with co-teachers interfacing with radiology would add to tailor content to learning needs in understanding common indications and contraindications for diagnostic work-up, clinical and therapeutic decisions in clinical and interventional radiology, and to reach a consensus avoiding redundancies.
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