Radiology Education in the Era of Population-based Medicine in the United States

Slanetz, Priscilla J.; Mullins, Mark E.

doi:10.1016/j.acra.2016.01.017

Cited by 9 publications

(12 citation statements)

References 18 publications

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“…Students should be supported in contributing to case reports and modifications in radiology so as to understand elaborating extracted information from imaging. We want to emphasise that diagnostic and therapeutic decisions made by clinicians depend on timely and efficient case demonstrations of radiologists as part of MC teams (Slanetz & Mullins, 2016;Wirth et al, 2018;Petsch et al, 2020b). High workload, tight schedules and staff shortage in clinical routine can affect interaction among medical students, radiologists and clinicians at MCs (Petsch et al, 2020a).…”

Section: 3overall Discussionmentioning

confidence: 99%

“…They will get an idea which particular questions must be directed at radiologists at MCs, and which extracted information must be directed at clinicians crucial for diagnostic interpretations, therapeutic decisions or treatments (Gunderman et al, 2003;Munk, 2016;Buerke B, unpublished data, 2019;Petsch et al, 2020b). Students should be lead to understand the crucial role of radiology in patient management and with patients from all clinical departments passing through radiology (Branstetter IV et al, 2007;Buerke et al, 2012;Munk, 2016), and its role in MC teams in patient management (Gunderman & Hafeez, 2010;Slanetz & Mullins, 2016). By involving medical students in preparation (Petsch et al, 2020b), MCs can be identified as potential practice-oriented settings for medical learning (Subramaniam & Gibson, 2007;Haupt & Antonites, 2020), and can be exploited as an educational introduction to general radiology.…”

Section: Proactive Learningmentioning

confidence: 99%

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Exploiting Multidisciplinary Conferences in Radiology: Teaching and Learning Opportunities for Medical Students, Radiologists and Clinicians

Petsch

González

Buerke

2020

EJTE

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Multidisciplinary conferences (MCs) including tumor boards (TBs) holding teaching and learning opportunities for medical knowledge should be exploited as educational settings for medical students in radiology. A total of 108 MCs in radiology were analysed on interaction among students, radiologists and clinicians by non-participatory observation in 2019. Data were documented with a standardised observation sheet on criteria of teaching and learning interaction, then categorised and coded. The qualitative analysis was outlined based on two modified pedagogical principles of proactive learning, and teaching and learning processes. Results show that medical students join MCs on their own initiative. However, participation is passive. Interaction with radiologists and clinicians is limited. Although radiologists encourage students to join clinical discussions, to ask questions, and to assist in preparation of case demonstrations, students rarely seize the opportunity. The paper concludes that student interaction with radiologists and clinicians is limited regarding radiology and other medical disciplines. Students should be engaged in clinical discussions; be integrated in assisting radiologists in preparation and follow-up of case demonstrations to learn about imaging; be guided in case demonstrations to understand that clinical decisions depend on information in imaging. MCs can be exploited for teaching and proactive learning by students, radiologists and clinicians. Keywords: multidisciplinary conferences, teaching opportunities, medical education, academic radiology, student interaction

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Section: 3overall Discussionmentioning

confidence: 99%

Section: Proactive Learningmentioning

confidence: 99%

Exploiting Multidisciplinary Conferences in Radiology: Teaching and Learning Opportunities for Medical Students, Radiologists and Clinicians

Petsch

González

Buerke

2020

EJTE

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“…Neither residents nor practicing physicians have a firm understanding of cost or the business aspect of medicine. 12 There are external resources available to teach these concepts, including the American College of Radiology via offerings in their Radiology Leadership Institute. 13 Some residency programs have dedicated business curricula.…”

Section: Current Initiatives and New Effortsmentioning

confidence: 99%

“…Many residency programs, including radiology residency programs, now seek not only to involve but also to have residents function in multidisciplinary committees. 12 , 35 We are trying to incorporate this mind-set into our program by giving senior residents the responsibility to prepare and present patients in these committees. The goal is to better understand the complexity of the multidisciplinary medical team and demonstrate how the radiologist effects and optimizes decision making regarding patient care.…”

Section: Adding Valuementioning

confidence: 99%

Teaching Critical Thinking in Graduate Medical Education: Lessons Learned in Diagnostic Radiology

Morrissey

Heilbrun

2017

Journal of Medical Education and Curricular Development

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The 2014 Institute of Medicine report, Graduate Medical Education that Meets the Nation’s Health Needs, challenged the current graduate medical training process and encouraged new opportunities to redefine the fundamental skills and abilities of the physician workforce. This workforce should be skilled in critically evaluating the current systems to improve care delivery and health. To meet these goals, current challenges, motivations, and educational models at the medical school and graduate medical education levels related to formal training in nonclinical aspects of medicine, especially critical thinking, are reviewed. Our diagnostic radiology training program is presented as a “case study” to frame the review.

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“…Mesmo antes da pandemia, o ensino de interpretação de imagens médicas mostrou-se, em âmbito mundial, foco de questionamentos e disparidades entre as escolas médicas, como divergências relacionadas à ausência de ensino formal de radiologia em currículos e à presença de internatos obrigatórios [4][5][6] . Além disso, observa-se a crescente necessidade de otimização das formas de ensino em interpretação de imagens médicas [7][8][9] .…”

Section: Introductionunclassified

A aula tradicional pode ser substituída pelo Worked Example no ensino da radiologia?

Barros

Ibiapina

Malloy-Diniz

et al. 2022

Rev. bras. educ. med.

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Resumo: Introdução: Durante a última década, o modelo tradicional de ensino médico foi amplamente debatido, e, há pouco tempo, a pandemia da Covid-19 impôs novamente mudanças, iniciadas em caráter de urgência em todo o mundo, trazendo novos desafios à formação médica no que concerne ao ensino e à aprendizagem. A estratégia de ensino conhecida como Worked Example é uma ferramenta instrucional na qual um especialista mostra a solução de um determinado problema para um aprendiz de forma pormenorizada. Objetivo: Este estudo teve como objetivo comparar as aulas expositivas em vídeo com a técnica Worked Example para ensino de tomografia de tórax. Método: Trata-se de um estudo experimental realizado, por meio de uma intervenção educacional, com alunos do curso de Medicina em fases iniciais e finais da prática clínica. Resultado: A análise de variância de medidas repetidas (ANOVA) foi usada na análise estatística. Houve diferença significativa entre as notas antes e depois do treinamento (F1; 74 = 46,008; p < 0,001) e entre as fases do curso (F2; 148 = 19,452; p < 0,001). Não houve diferença estatisticamente significativa entre os grupos (F2; 74 = 1,401; p = 0,240). Não houve diferença significativa no esforço mental referido na comparação entre grupos (F1; 69 = 0,092; p = 0,762), porém os alunos do segundo ano apresentaram um escore de esforço significativamente maior. Conclusão: O Worked Example, uma técnica com boa aplicabilidade para estudantes da graduação e adequada para formatos digitais, mostrou-se igualmente eficaz a aula expositiva, técnica consagrada no ensino de radiologia.

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Radiology Education in the Era of Population-based Medicine in the United States

Cited by 9 publications

References 18 publications

Exploiting Multidisciplinary Conferences in Radiology: Teaching and Learning Opportunities for Medical Students, Radiologists and Clinicians

Exploiting Multidisciplinary Conferences in Radiology: Teaching and Learning Opportunities for Medical Students, Radiologists and Clinicians

Teaching Critical Thinking in Graduate Medical Education: Lessons Learned in Diagnostic Radiology

A aula tradicional pode ser substituída pelo Worked Example no ensino da radiologia?

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