Is it possible to align the teaching of radiology in undergraduate medicine with that employed in graduate and continuing medical education courses?

Silva, Alexandre Ferreira da

doi:10.1590/0100-3984.2017.0094

Cited by 1 publication

(1 citation statement)

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“…These include shared commitment, reinvention, ownership, supportive structure and open culture [ 7 ]. On the other hand, factors that negatively impact change include resistance, behavior change, balance between different tasks, lack of involvement, lack of consensus, and unsafe culture and hierarchy [ 7 , 13 , 41 ]. Therefore, technological approaches to postgraduate medical education such as e-learning, web-based teaching, social media and artificial intelligence are necessary to assuage key intrinsic and extrinsic factors driving radiologists desire for personal professional development [ 24 , 36 , 39 ].…”

Section: Resultsmentioning

confidence: 99%

The use of technology in postgraduate medical education within radiology: a scoping review

Akoob

Akbar

Wyk

2022

Egypt J Radiol Nucl Med

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Postgraduate radiology training has traditionally followed didactic approaches; however, complex reasoning skills and critical thinking are essential in the field of radiology. Therefore, the shortages of radiologists in Africa have necessitated the need to review the use of technology in postgraduate education to improve efficient training and service. This scoping review was conducted to map the evidence on the role of technology in postgraduate radiology education and practice. A systematic scoping review search strategy was undertaken to review material published between January 2005 and August 2020 on the use of technology in radiology education. Data from the included studies were extracted and analyzed for emerging themes and presented in response to the research question. Seven articles described studies from the African continent. The most popular technological intervention was telemedicine, and several niche areas of technology implementation were identified (blended learning, flipped learning, digital teaching files). Furthermore, the most challenging aspects relating to technology use remain fiscal and credentialing constraints. Technology plays a role in postgraduate radiology education through networks, synchronous and asynchronous applications. It has the potential to increase support to doctoral students in the African context and alleviate some stressors associated with traditional, face-to-face didactic programs.

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