“…A total of 3665 students were included across all the studies, except for two studies where no participant number was recorded [ 12 , 13 ]. A total of five were conference abstracts (abstract only) [ 10 , [12] , [13] , [14] , [15] ]. Fig.…”
Section: Resultsmentioning
confidence: 99%
“…Based on the parameters assessed, 12 studies were classified as “high risk” for internal validity [ [6] , [7] , [8] , [9] , [10] , [12] , [13] , [14] , [15] , [16] , [17] , [18] ] and 5 as “low risk” [ [19] , [20] , [21] , [22] , [23] ]. Sixteen studies used a representative population of undergraduate students and were therefore considered as low risk for external validity.…”
Section: Resultsmentioning
confidence: 99%
“…Nine out of seventeen studies reported students’ perceptions on interventional specialities, primarily based on surveys or feedback questionnaires ( Table 1 ) [ [6] , [7] , [8] , [9] , [10] , 14 , 15 , 17 , 18 ]. Six studies reported performance improvement in the form of structured skills-based assessments or knowledge-based questionnaires on understanding of the speciality [ 16 , [19] , [20] , [21] , [22] , [23] ].…”
Section: Resultsmentioning
confidence: 99%
“…Six studies reported performance improvement in the form of structured skills-based assessments or knowledge-based questionnaires on understanding of the speciality [ 16 , [19] , [20] , [21] , [22] , [23] ]. Six studies assessed the knowledge of students through randomly distributed questionnaires [ 6 , 9 , 10 , 14 , 15 , 18 ]; another six with questionnaires distributed after learning modules [ 16 , [19] , [20] , [21] , [22] , [23] ]. Five of the former studies mentioned used a pre and post-intervention survey to test for improvement after the relevant learning modules [ 16 , [19] , [20] , [21] , [22] ].…”
Section: Resultsmentioning
confidence: 99%
“…Four studies reported poor exposure to relevant educational opportunities [ 6 , [8] , [9] , [10] ], and six studies reported lack of knowledge relating to basic interventional procedures [ [6] , [7] , [8] , [9] , [10] , 14 ]. One study commented on the positive effect of IR placement exposure on the knowledge of and motivation towards the relevant speciality, which was statistically significant [ 17 ].…”
ObjectivesMinimally invasive interventional approaches are gaining wider acceptance with several specialities incorporating such principles. Awareness and understanding of interventional principles require efficacious education and training methodologies. We performed a systematic review to identify all available interventional speciality learning modules or training opportunities available for undergraduate medical students. We also propose a standardised framework for relevant modules.MethodsWe searched PubMed and all Ovid databases with no language restriction for studies that report and evaluate interventional speciality educational modules or similar training initiatives. We followed a prospective protocol (PROSPERO registration: CRD42018110006). Internal and external validity of the included studies was assessed. Qualitative synthesis of data was performed to define performance improvement and/or motivation towards a career in an interventional speciality.ResultsOut of 6081 records, 17 studies met the inclusion criteria, 15 of which were focused on interventional radiology. More than half of studies (9/17) were surveys where student knowledge and interest were reported as poor. 5 out of 6 studies which assessed the effect of educational interventions concluded to improved knowledge or performance. Most surveys concluded that early exposure can increase interest towards such specialities, improve knowledge and relevant motivation.ConclusionsFew studies report teaching initiatives in interventional radiology and other interventional specialities, reflecting the poor relevant motivation and knowledge amongst medical students. Simple interventions e.g. introductory lectures and simulation sessions spark interest in students and also improve knowledge as proven in the case of interventional radiology. Standardisation of such efforts via a suggested framework, Strategy Development Framework for Interventional Radiology, can further optimise such outcomes.
“…A total of 3665 students were included across all the studies, except for two studies where no participant number was recorded [ 12 , 13 ]. A total of five were conference abstracts (abstract only) [ 10 , [12] , [13] , [14] , [15] ]. Fig.…”
Section: Resultsmentioning
confidence: 99%
“…Based on the parameters assessed, 12 studies were classified as “high risk” for internal validity [ [6] , [7] , [8] , [9] , [10] , [12] , [13] , [14] , [15] , [16] , [17] , [18] ] and 5 as “low risk” [ [19] , [20] , [21] , [22] , [23] ]. Sixteen studies used a representative population of undergraduate students and were therefore considered as low risk for external validity.…”
Section: Resultsmentioning
confidence: 99%
“…Nine out of seventeen studies reported students’ perceptions on interventional specialities, primarily based on surveys or feedback questionnaires ( Table 1 ) [ [6] , [7] , [8] , [9] , [10] , 14 , 15 , 17 , 18 ]. Six studies reported performance improvement in the form of structured skills-based assessments or knowledge-based questionnaires on understanding of the speciality [ 16 , [19] , [20] , [21] , [22] , [23] ].…”
Section: Resultsmentioning
confidence: 99%
“…Six studies reported performance improvement in the form of structured skills-based assessments or knowledge-based questionnaires on understanding of the speciality [ 16 , [19] , [20] , [21] , [22] , [23] ]. Six studies assessed the knowledge of students through randomly distributed questionnaires [ 6 , 9 , 10 , 14 , 15 , 18 ]; another six with questionnaires distributed after learning modules [ 16 , [19] , [20] , [21] , [22] , [23] ]. Five of the former studies mentioned used a pre and post-intervention survey to test for improvement after the relevant learning modules [ 16 , [19] , [20] , [21] , [22] ].…”
Section: Resultsmentioning
confidence: 99%
“…Four studies reported poor exposure to relevant educational opportunities [ 6 , [8] , [9] , [10] ], and six studies reported lack of knowledge relating to basic interventional procedures [ [6] , [7] , [8] , [9] , [10] , 14 ]. One study commented on the positive effect of IR placement exposure on the knowledge of and motivation towards the relevant speciality, which was statistically significant [ 17 ].…”
ObjectivesMinimally invasive interventional approaches are gaining wider acceptance with several specialities incorporating such principles. Awareness and understanding of interventional principles require efficacious education and training methodologies. We performed a systematic review to identify all available interventional speciality learning modules or training opportunities available for undergraduate medical students. We also propose a standardised framework for relevant modules.MethodsWe searched PubMed and all Ovid databases with no language restriction for studies that report and evaluate interventional speciality educational modules or similar training initiatives. We followed a prospective protocol (PROSPERO registration: CRD42018110006). Internal and external validity of the included studies was assessed. Qualitative synthesis of data was performed to define performance improvement and/or motivation towards a career in an interventional speciality.ResultsOut of 6081 records, 17 studies met the inclusion criteria, 15 of which were focused on interventional radiology. More than half of studies (9/17) were surveys where student knowledge and interest were reported as poor. 5 out of 6 studies which assessed the effect of educational interventions concluded to improved knowledge or performance. Most surveys concluded that early exposure can increase interest towards such specialities, improve knowledge and relevant motivation.ConclusionsFew studies report teaching initiatives in interventional radiology and other interventional specialities, reflecting the poor relevant motivation and knowledge amongst medical students. Simple interventions e.g. introductory lectures and simulation sessions spark interest in students and also improve knowledge as proven in the case of interventional radiology. Standardisation of such efforts via a suggested framework, Strategy Development Framework for Interventional Radiology, can further optimise such outcomes.
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