Vision, Development, and Structure of the First German Specialist Training Curriculum for Radiology

Molwitz, Isabel; Frisch, Anne; Adam, Gerhard; Afat, Saif; Ammon, Josefin; Antoch, Gerald; Baeßler, Bettina; Balks, Friederike; Barkhausen, Jörg; Bayerl, Nadine; Brendlin, Andreas; Bucher, Andreas; Dammann, Elena; Ellmann, Stephan; Faron, Anton; Gerwing, Mirjam; Kaiser, Daniel; Nikolaou, Konstantin; Özden, Cüneyt; Silva, Natascha Platz Batista da; Paulus, Christian; Sieren, M; Storz, Corinna; Vollbrecht, Thomas; Wegner, Franz; Ziegler, Henrike-Renate; Oechtering, T

doi:10.1055/a-1825-9935

Cited by 9 publications

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References 5 publications

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“…Dies ist jedoch, solange die Lehre in der Weiterbildung in Deutschland keine Abbildung in der leistungsorientierten Mittelvergabe findet, von standortabhängigen Strukturen und dem persönlichen Engagement der Weiterbildenden abhängig. Für eine langfristige und nachhaltige Weiterbildungsstruktur für Lernende und Lehrende, hat das Forum Junge Radiologie (FJR) gemeinsam mit den AGs der DRG, der Deutschen Gesellschaft für Interventionelle Radiologie und minimalinvasive Therapie (DeGIR), Deutschen Gesellschaft für Neuroradiologie (DGNR) und Gesellschaft für Pädiatrische Radiologie (GPR) 2021 das Weiterbildungscurriculum Radiologie erstellt 78 . Um die Vorteile der durch die COVID-19-Pandemie katalysierten Anzahl digitaler Lehrformate zu nutzen, welche nachhaltig, zeiteffizient und standortunabhängig verwendet werden können, wurde 2022 zudem RADUCATION entwickelt 79 80 .…”

Section: Die Drei Elemente Der Nachhaltigkeitunclassified

“…However, as long as specialist training in Germany is not reimbursed, teaching will be based on department-dependent structures and the personal commitment of supervisors. To ensure a long-term and sustainable specialist training structure for trainees and teachers, the Young Radiology Forum together with the work groups of the German Radiological Society, the German Society for Interventional Radiology and Minimally Invasive Therapy, the German Society for Neuroradiology, and the German Society for Pediatric Radiology created the specialist training curriculum for radiology in 2021 [78]. To take advantage of the benefits of the numerous digital teaching platforms that were created in response to the COVID-19 pandemic and can be used in a sustainable, efficient, and location-independent manner, RADUCATION was developed in 2022 [79,80].…”

Section: Reviewmentioning

confidence: 99%

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Sustainability and Climate Protection in Radiology – An Overview

Palm

Heye

Molwitz

et al. 2023

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Background Sustainability is becoming increasingly important in radiology. Besides climate protection – economic, ecological, and social aspects are integral elements of sustainability. An overview of the scientific background of the sustainability and environmental impact of radiology as well as possibilities for future concepts for more sustainable diagnostic and interventional radiology are presented below.The three elements of sustainability:1. EcologyWith an annually increasing number of tomographic images, Germany is in one of the leading positions worldwide in a per capita comparison. The energy consumption of an MRI system is comparable to 26 four-person households annually. CT and MRI together make a significant contribution to the overall energy consumption of a hospital. In particular, the energy consumption in the idle or inactive state is responsible for a relevant proportion.2. EconomyA critical assessment of the indications for radiological imaging is important not only because of radiation protection, but also in terms of sustainability and “value-based radiology”. As part of the “Choosing Wisely” initiative, a total of 600 recommendations for avoiding unnecessary examinations were compiled from various medical societies, including specific indications in radiological diagnostics.3. Social SustainabilityThe alignment of radiology to the needs of patients and referring physicians is a core aspect of the social component of sustainability. Likewise, ensuring employee loyalty by supporting and maintaining motivation, well-being, and job satisfaction is an essential aspect of social sustainability. In addition, sustainable concepts are of relevance in teaching and research, such as the educational curriculum for residents in radiology, RADUCATION or the recommendations of the International Committee of Medical Journal Editors. Key points Citation Format

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Section: Die Drei Elemente Der Nachhaltigkeitunclassified

Section: Reviewmentioning

confidence: 99%

Sustainability and Climate Protection in Radiology – An Overview

Palm

Heye

Molwitz

et al. 2023

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“…was founded in 2018 by radiology residents, mostly in their second or third year of residency, with the aim to gain more visibility, increase knowledge and interest in radiology, and potentially inspire students to specialize in radiology. Since radiology receives little attention in the national curriculum, there is a gap of knowledge about the wide field of radiology and its interdisciplinary relevance in patient care among undergraduate medical students [ 1 ]. A three-day “Hands-on Radiology” summer school was implemented to close this gap and demonstrate the practical role of radiology in terms of both diagnosis and interventional treatment.…”

Section: Introductionmentioning

confidence: 99%

Invest in the future: “Hands-on Radiology” summer school

et al. 2023

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Purpose The field of radiology is currently underestimated by undergraduate medical students. The “Hands-on Radiology” summer school was established to improve radiology knowledge and interest among undergraduates. The purpose of this questionnaire survey was to analyze whether a radiological hands-on course is an effective tool to reach and motivate undergraduate students. Materials and methods The three-day course held in August 2022 included lectures, quizzes, and small group hands-on workshops focusing on practical work with simulators. All participants (n = 30) were asked to rate their knowledge and motivation to specialize in radiology at the beginning of the summer school (day 1) and the end (day 3). The questionnaires included multiple choice questions, 10-point scale questions and open comment questions. The second questionnaire (day 3) included additional questions regarding the program (topic choice, length, etc.). Results Out of 178 applicants, 30 students (16.8%) from 21 universities were selected to participate (50% female and 50% male students). All students completed both questionnaires. The overall rating was 9.47 on a 10-point scale. While the self-reported knowledge level increased from 6.47 (day 1) to 7.50 (day 3), almost all participants (96.7%, n = 29/30) mentioned an increased interest in the specialization of radiology after the event. Interestingly, most students (96.7%) preferred onsite teaching instead of online teaching and chose residents over board-certified radiologists as teachers. Conclusion Intensive three-day courses are valuable tools to strengthen interest in radiology and increase knowledge among medical students. Particularly, students who already have a tendency to specialize in radiology are further motivated.

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“…Notable initiatives such as “Meet the Expert”, “neuroradio:LOGISCH”, “Junge Neuroradiologie on demand”, “eFellowship Interventionelle Neuroradiologie”, “Fit für Neuroradiologie”, “Publikationspreis der Jungen Neuroradiologie”, “Raducation”, and efforts concerning the “Musterweiterbildungsordnung” have left a tangible impact on neuroradiology practices and policies within the DGNR, demonstrating clear progress and adaptability [ 2 , 3 ].…”

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confidence: 99%