Radiology Education in Latin America

Rehani, Bhavya; Zhang, Yi Cheng; Gao, Kenneth T.; Giordani, Gloria Soto; Lau, Lawrence; Rehani, Madan M.; Dillon, William P.

doi:10.1016/j.jacr.2016.10.005

Cited by 14 publications

(10 citation statements)

References 6 publications

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“…Medical imaging is now a core component of medical anatomy instruction and continues to grow in importance as the use of medical imaging soars (Smith‐Bindman et al, ; Phillips et al, ; Moscova et al, ; Rehani et al, ). Radiology as a specialty has moved to formalize imaging education for medical students (Carriero et al, , Naeger et al, ), including recent undergraduate medical student education recommendations based on faculty expert consensus (Straus et al, ) and creating vertical curricula to address radiologic anatomy and associated pathology throughout medical school (Zumwalt et al, ; Lim‐Dunham et al, ).…”

Section: Introductionmentioning

confidence: 99%

Student and recent graduate perspectives on radiological imaging instruction during basic anatomy courses

Phillips

Eason

Straus

2017

Anatomical Sciences Ed

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Recently, faculty at Pritzker School of Medicine, The University of Chicago, have made efforts to improve the depth of radiological anatomy knowledge that students have, but no insights exist as to student and resident opinions of how clinically helpful deep anatomical understanding is. A single-institution survey of second- and fourth-year medical students and postgraduate year 1-4 residents from 11 specialties, composed of five-point Likert questions, sample examination questions, and narrative response questions, was distributed in 2015. One hundred seventy-seven of the 466 potential respondents replied (71 residents and 106 students), response rate 38.0%. No nonresponse bias was present in two separate analyses. Respondents generally favored a superficial "identification" question as more relevant to clinical practice, which was positively associated with increasing clinical experience ρ = 0.357, P < 0.001 by point-biserial correlation. Students and residents most commonly used self-directed methods to learn medical imaging during their medical anatomy courses (72.6 and 57.7%, respectively). Small group education was least commonly used by students and residents (45.3 and 39.4%, respectively), but most commonly recommended (62.3 and 69%, respectively). A total of 56.6 and 64.8% of students and residents, respectively, reported that having multiple learning methods was "quite" or "extremely" important. Respondents with more clinical experience were more likely to report that a superficial identification question was more clinically relevant than a question testing deeper radiological anatomy knowledge. Small group learning was preferred among students and residents but was the least commonly employed method of instruction. Both findings contrast starkly with current radiological anatomy instructional understanding and practices. Anat Sci Educ 11: 25-31. © 2017 American Association of Anatomists.

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Section: Introductionmentioning

confidence: 99%

Student and recent graduate perspectives on radiological imaging instruction during basic anatomy courses

Phillips

Eason

Straus

2017

Anatomical Sciences Ed

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“…This study is a part of a worldwide survey on radiology education that spans countries in Africa, Asia, Latin America, and Europe [2][3][4]. For each continent, a comprehensive radiology survey (Table 1) was created to analyze the radiology educational infrastructure.…”

Section: Methodsmentioning

confidence: 99%

Radiology Education in Africa: Analysis of Results From 13 African Countries

Rehani

Brown

Dandekar

et al. 2017

Journal of the American College of Radiology

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“…This study is a part of a worldwide survey on radiology education that spans countries in Africa, Asia, Latin America, and Europe [3][4][5]. For each continent, a comprehensive radiology survey (Table 1) was created and designed to analyze the state of radiology education.…”

Section: Medical School Internship and Residencymentioning

confidence: 99%