Integrative Teaching in Radiology – A Survey

Abstract

Purpose: To survey integrative teaching in radiology at German universities. Materials and Methods: A questionnaire about radiological education was sent electronically to all 37 chairpersons of university radiology departments in Germany. The questions included the course type, teaching methods, concept, perception, and advantages and disadvantages of integrative teaching. Statistical analysis was performed with nonparametric statistics and chi-square test. Results: The survey was considered representative with a return rate of 68?%. Integrative teaching is established at 4/5 of all departments. Integrative teaching is well accepted with an acceptance rate that is significantly higher in so-called ?Modellstudieng?ngen? [model courses of study] (100?%) compared to conventional courses of study (72?%). The advantages of integrative teaching include linking of content (92?%) and preparation for interdisciplinary work (76?%). The disadvantages include high effort (75?%) and time (67?%) for organization. Furthermore, there is a risk that basic radiological facts and knowledge cannot be conveyed and that the visibility of radiology as an independent discipline is lost. Conventional radiological teaching has a similarly high acceptance (84?%) compared to integrative courses (76?%). Conclusion: Integrative teaching has a high acceptance among chairpersons in radiology in Germany despite the greater effort. A good interdisciplinary collaboration is essential for integrative teaching and at the same time this can be conveyed to the students. However, the visibility of radiology as a discipline and the possibility to cover basic radiological content must be ensured. Therefore, both conventional courses and integrative teaching seems reasonable, especially in cross-disciplinary subjects such as radiology. Key Points ??Both integrative teaching and conventional radiological teaching are highly accepted. The advantages include the linking of multidisciplinary content and the preparation for interdisciplinary cooperation. The disadvantages include more time and effort for organization and reduced visibility of cross-disciplinary subjects. Citation Format: ??Dettmer S, Weidemann J, Fischer V et?al. Integrative Teaching in Radiology ? A Survey 2015; 187: 260???268

Teaching Radiology Courses: How to Address Learning Needs of Medical Students Through Interacting in Radiology

“…Already knowing about anatomical structures, they should be trained in detecting basic patterns and demonstrating the most common pathologic findings. Radiologists should be in touch with co-teachers of other RC to reach a consensus in one's teaching approach (Petsch, 2018), focus on relevant topics, avoid redundancies (Webb et al, 2013;Dettmer et al, 2015), and tailor clinical content to LN (Petsch et al, 2020a). As radiology is imperative to clinical diagnostics and interventional procedures, radiological imaging is inevitable for medical education (ESR, 2017).…”

“…It should be enhanced for those who remain undecided about their medical career but who will encounter radiological imaging, and for those who have opted for radiology. Either way, with radiology being inevitable for medical education (ESR, 2017), and often indispensable for patients during hospitalization (Buerke et al, 2012), students will have to learn the basics in diagnostic workup, and in IIR for their clinical work and patient care (Gunderman and Bedi, 2013;Murakami et al, 2014;Dettmer et al, 2015). All medical students must learn which information of an indication is crucial for diagnosis and the most suitable therapy.…”

“…Negotiations should be guided by teachers as facilitators in their field (Bullock et al, 2008;Arnold, 2018) to decide on a possible mutual agenda (Arnold, 2010). Even a lose consensus with co-teachers could help focus on the relevant, and avoid disproportionate redundancies (Webb et al, 2013;Petsch et al, 2020a) throughout a clinical radiology curriculum (Dettmer et al, 2015). Mutual deciding could be suggestive in mandatory introductory RC when covering the use of imaging modalities, e.g.…”