Radiology Education in Medical School and Residency

Schiller, Patrick T.; Phillips, Andrew; Straus, Christopher M.

doi:10.1016/j.acra.2018.04.004

Cited by 28 publications

(28 citation statements)

References 28 publications

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“…Moreover, for radiation protection, a clear knowledge deficiency was identified with 77% of interns not being familiar with the 10-day rule when imaging patients of childbearing age. Numerous studies have reported that knowledge of radiation related matters among students, interns and non-consultant doctors is suboptimal [19][20][21][22]. Radiation is an important component of radiology and should be included in any radiology preparatory module to increase awareness of the associated risks.…”

Section: Discussionmentioning

confidence: 99%

Bridging the divide between medical school and clinical practice: identification of six key learning outcomes for an undergraduate preparatory course in radiology

et al. 2021

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Background There exists a significant divide between what is learnt in medical school and subsequently what is required to practice medicine effectively. Despite multiple strategies to remedy this discordance, the problem persists. Here, we describe the identification of a comprehensive set of learning outcomes for a preparation for practice course in radiology. Methods Assessment of interns’ readiness to interact with the radiology department was conducted using a national survey of both interns and radiologists. In parallel, group concept mapping (GCM) which involves a combination of qualitative and quantitative techniques was used to identify the shared understanding of participants from a diverse range of medical specialties regarding what topics should be included in an intern preparatory course for interacting with the radiology department. Results The survey demonstrated that most interns and radiologists felt that undergraduate medical training did not prepare interns to interact with the radiology department. GCM identified six learning outcomes that should be targeted when designing a preparatory module: requesting investigations; clinical decision support; radiology department IT and communication; adverse reactions and risks; interpretation of radiology results and urgent imaging. The thematic clusters from the group concept mapping corroborated the deficiencies identified in the national survey. Conclusion We have identified six key learning outcomes that should be included in a preparation for practice module in radiology. Future courses targeting these thematic clusters may facilitate a smoother transition from theory to practice for newly graduated doctors.

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Section: Discussionmentioning

confidence: 99%

Bridging the divide between medical school and clinical practice: identification of six key learning outcomes for an undergraduate preparatory course in radiology

et al. 2021

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“…13 Surveys demonstrate medical students feel poorly prepared for clinical practice with regard to radiological examinations and clinical leaders express a need for more radiology input into medical student education to prepare them for clinical practice. 14,15 There is a persistent trend of nonradiologists teaching radiology. 16 Radiology in the 21st century is a complex, expensive and vital tool in modern medicine, and the appropriateness of non-radiologists teaching the subject warrants further discussion.…”

Section: Discussionmentioning

confidence: 99%

Medical student assessments—frequency of radiological images used: a national study

et al. 2020

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Objectives: Assessments are a key part of life for medical students at University. We know there is variation in these assessments across Universities. The aims of this study were to expatiate summative assessments in Scottish Medical Schools and to examine how frequently radiologic images feature in them. Methods: All Scottish medical schools were invited to participate in the study. Data on objective structured clinical examinations (OSCEs; 5 years) and written assessments (3 years) was retrospectively collected for each university and results were collated. Each University was randomly assigned a letter from A to E and anonymised for data presentation. Results: Ten thousand five hundred thirty-four multiple choice questions (MCQ) and 1083 OSCE stations were included in this study. There was wide variation in the number, type and timing of assessments across Scottish medical schools. There were highly significant differences in the number of OSCE stations and the number of MCQs set over the study period (p < 0.0001). Radiologic images were used on average 0.6 times (range 0–1.1) in each OSCE examination and 2.4 times (range 0.1–3.7) for written assessments. Conclusion: In this detailed study, we demonstrated significant differences in medical student assessments across Scottish Universities. Given the importance of Radiology in modern medicine, the frequency and differences in which Radiologic images were used in assessments across Universities should be addressed. Advances in knowledge: This is the first national longitudinal study to quantify the role of radiologic images in summative Medical Student Assessments. Great variability exists in the extent and how (clinical versus written assessments) Radiologic images are used to assess Scottish medical students. Radiologic images are used infrequently in clinical assessments, but are present in every written assessment. These findings could help inform medical schools and academic radiologists as they prepare medical students for the imminent unified medical licensing examination, where Clinical Imaging is a subject with one of the highest number of associated conditions examinable.

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“…In addition, many specialties (internal medicine, obstetrics-gynecology, pediatrics, general surgery) have reported that incoming interns have insufficient imaging interpretation skills (“normal vs abnormal”) and an inability to order imaging according to appropriate imaging guidelines. This is likely attributable to lack of radiology education in medical schools [ 8 ]. One possible solution to this problem is using a multidisciplinary approach to integrate direct radiology instruction by radiologists, supplemented by perspectives from other specialties.…”

Section: Introductionmentioning

confidence: 99%

Multidisciplinary approach of teaching radiology to medical students in Egypt: Is this an effective method?

Nabhani

Xie

Badawy

et al. 2021

Egypt J Radiol Nucl Med

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Background In multidisciplinary education, different perspectives from more than one discipline are used to illustrate a certain topic. The aim of this study was to evaluate the effectiveness of an online, multidisciplinary radiology curriculum to teach radiology to medical students in Egypt. A multidisciplinary team of radiologists, surgeons, and internists taught a series of 5 case-based radiology sessions on a web conference platform. Topics included common clinical case scenarios for various body systems. Undergraduate medical students across Egypt were enrolled in the course. A pre-test–post-test design was used to evaluate the efficacy of each session. Upon course completion, students filled out a subjective survey to assess the radiology education series. Results On average, 1000 students attended each session. For each session, an average of 734 students completed both the pre-test and post-test. There was a statistically significant increase in post-test scores compared to pre-test scores across all 5 sessions (p < 0.001) with an overall average score improvement of 63%. A subjective survey at the end of the course was completed by 1027 students. Over 96% of students found the lecture series to be a worthwhile experience that increased their imaging knowledge and interest in radiology, and that the use of a multidisciplinary approach added educational value. About 66% of students also reported that the session topics were “excellent and clinically important.” There was a marked increase in reported confidence levels in radiology competencies before and after attendance of the sessions. Conclusions An online radiology curriculum with a multidisciplinary approach can be implemented successfully to reach a large group of medical students and meet their educational objectives.

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Radiology Education in Medical School and Residency

Cited by 28 publications

References 28 publications

Bridging the divide between medical school and clinical practice: identification of six key learning outcomes for an undergraduate preparatory course in radiology

Bridging the divide between medical school and clinical practice: identification of six key learning outcomes for an undergraduate preparatory course in radiology

Medical student assessments—frequency of radiological images used: a national study

Multidisciplinary approach of teaching radiology to medical students in Egypt: Is this an effective method?

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