The State of Medical Student Teaching of Interventional Radiology: Implications for the Future

Goldman, Daryl; Magnowski, Audrey; Rochon, Paul J.; Bream, Peter R.; Kondo, Kimi L.; Peters, Gail L.; Martin, Jonathan G.; Fischman, A.

doi:10.1016/j.jacr.2018.07.016

Cited by 21 publications

(12 citation statements)

References 5 publications

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“…It is recommended that medical students receive a curriculum-based teaching and the learning goals be focused on common acute clinical problems managed with image-guided interventional treatments (Table 1). Enriching the undergraduate cohort with the fundamental principles underpinning IR may further a critical understanding of it (Shaikh et al 2015;Alexander et al 2015;Lee and Lee 2017;Goldman et al 2018). This curriculum would ideally be amalgamated into medical school and internship assessments.…”

Section: Discussionmentioning

confidence: 99%

Awareness and knowledge of interventional radiology among medical students at an Indian institution

et al. 2019

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Purpose: Interventional radiology (IR) is a novel and evolving sub-specialty that encompasses image guided diagnostic and therapeutic procedures. With the advent of new imaging techniques and an increasing demand of minimally invasive procedures, IR continues to grow as a core component in medical and surgical therapeutics. Radiology teaching is a part of medical undergraduate curriculum; however, the medical undergraduate cohort lacks exposure to IR principles, methods and techniques. The purpose of this study is to determine the knowledge and awareness of IR among medical students in a single university in India. Materials and methods: Electronic anonymous surveys were sent to 350 medical students of Pt. JNM Medical College, Raipur, India. Each survey comprised of questions assessing knowledge and exposure to IR. A total of 70 students (20%) responded. Results: 85.7% of respondents positively reported that radiologists have a role in diagnostic as well as therapeutic interventions, however, 60% of students cited a very poor/poor knowledge of IR. A larger part, 91.5%, stated that they would be interested in IR based teaching delivered as a part of their undergraduate teaching program. Those who knew at least one interventional radiology technique were 1.51 (95% CI: 1.02-2.22; p < 0.05) times more likely to be considering it as a career. Conclusion: Medical Students demonstrate a poor knowledge of IR. This corresponds to a limited and inconsistent exposure to IR in medical schools. The study suggests that there is a need to deliver an IR based curriculum in medical undergraduate teaching in India. Our proposition includes introducing a regulated IR teaching in undergraduate medical education using new module designs and presenting medical students an opportunity to attend IR education days, symposiums and conferences to incite early participation.

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Section: Discussionmentioning

confidence: 99%

Awareness and knowledge of interventional radiology among medical students at an Indian institution

et al. 2019

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“…Students pursuing non-radiologic specialties may prefer a shorter IR experience tailored towards their specific educational needs. However, only a minority of programs currently offer a 2-week IR elective option ( 7 ). In the post-COVID era, offering a 2-week elective targeting students bound for non-radiologic specialties who are unlikely to commit to a 4-week clinical IR elective may allow IR physicians to more effectively educate future colleagues and more broadly increase awareness of IR throughout the medical community.…”

Section: Discussionmentioning

confidence: 99%

“…A blended-learning model could also be employed in this setting, in which students spend part of their time on the IR clinical service and the remainder of their time utilizing synchronous and/or asynchronous resources geared towards those entering non-radiologic specialties. Alternatively, a 2-week IR selective can be offered as a subspecialty option within the core surgical clerkship, as is currently done at some institutions ( 7 ). Previously, the IR elective at our institution was limited to only the students who had completed the core clerkships, however, the virtual IR elective was offered more broadly, as core clerkships had been suspended This transiently increased IR exposure to students early in their clinical training and may hopefully lead to more opportunities for IR within the core clerkship curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…Currently, IR is not well represented within the preclinical curriculum and this status quo is unlikely to change during the transition to a virtual curriculum ( 3 , 4 , 5 , 6 ). The lack of preclinical IR experience results in students relying on clinical IR electives and/or IR exposure integrated into diagnostic radiology or surgical clerkships to gain exposure to the field ( 7 ). Decreased clinical time during the pandemic has therefore disproportionately reduced medical student exposure to IR.…”

Section: Introductionmentioning

confidence: 99%

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Medical Student Education During the COVID-19 Pandemic: Initial Experiences Implementing a Virtual Interventional Radiology Elective Course

et al. 2021

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In response to the COVID-19 pandemic reducing medical student presence on clinical services and in classrooms, academic institutions are utilizing a virtual format to continue medical student education. We describe a successful initial experience implementing a virtual elective in interventional radiology (IR) and provide the course framework, student feedback, and potential improvements. Materials and methods: A 2-week virtual IR elective curriculum was created utilizing a combination of synchronous and asynchronous learning and the "flipped" classroom educational model. Students virtually participated in daily IR resident education conferences, resident-led case review sessions, and dedicated lectures. Asynchronous prelearning material consisted of text and video correlating to lecture topics. Anonymous precourse and postcourse surveys were sent to all participating students (n = 10). Results: Ten students (100%) completed precourse and seven (70%) completed postcourse surveys. Enrolled students were considering residencies in surgery (50%), internal medicine (40%), interventional radiology (30%), and/or diagnostic radiology (30%). Students' understanding of what IRs do and the procedures they perform (p < 0.001), when to consult IR for assistance in patient management (p = 0.005), and the number of IR procedures students could recall (p = 0.015) improved after the course. Case-review sessions and virtual lectures ranked as having the highest education value. Students recommended additional small-group case workshops. Conclusion: This successful virtual IR elective provides a framework for others to continue IR medical student education during the pandemic and grow the specialty's presence within an increasingly virtual medical school curriculum. The described model may be modified to improve IR education beyond the COVID-19 era.

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“…It is recommended that medical students receive a curriculum based teaching in view of the common medical conditions and their image-guided interventional treatments [ Table 1]. Enriching the undergraduate cohort with the fundamental principles underpinning IR may further a critical understanding of it [14,15,16,17]. This curriculum would ideally be amalgamated into medical school and internship assessments.…”

Section: Discussionmentioning

confidence: 99%

Awareness and knowledge of interventional radiology among medical students at an Indian institution

Agrawal

Renfrew

Singhal

et al. 2019

Preprint

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Purpose: Interventional radiology (IR) is a novel and evolving sub-specialty that encompasses image guided diagnostic and therapeutic procedures. With the advent of new imaging techniques and an increasing demand of minimally invasive procedures, IR continues to grow as a core component in medical and surgical therapeutics. Radiology teaching is a part of medical undergraduate curriculum; however, the medical undergraduate cohort lacks exposure to IR principles, methods and techniques. The purpose of this study is to determine the knowledge and awareness of IR among medical students in a single university in India. Materials and Methods: Electronic anonymous surveys were sent to 350 medical students of Pt. JNM Medical College, Raipur, India. Each survey comprised of questions assessing knowledge and exposure to IR. A total of 70 students (20%) responded. Results: 85.7% of respondents positively reported that radiologists have a role in diagnostic as well as therapeutic interventions, however, 60% students cited a very poor/poor knowledge of IR. A larger part, 91.5%, stated that they would be interested in IR based teaching delivered as a part of their undergraduate teaching program. Those who knew at least one interventional radiology technique were 1.51 (95% CI: 1.02 - 2.22; p < 0.05) times more likely to be considering it as a career. Conclusion: Medical Students demonstrate a poor knowledge of IR. This corresponds to a limited and inconsistent exposure to IR in medical schools. The study suggests that there is a need to deliver an IR based curriculum in medical undergraduate teaching in India.

show abstract

The State of Medical Student Teaching of Interventional Radiology: Implications for the Future

Cited by 21 publications

References 5 publications

Awareness and knowledge of interventional radiology among medical students at an Indian institution

Awareness and knowledge of interventional radiology among medical students at an Indian institution

Medical Student Education During the COVID-19 Pandemic: Initial Experiences Implementing a Virtual Interventional Radiology Elective Course

Awareness and knowledge of interventional radiology among medical students at an Indian institution

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