Abstract
Defining a computational environment for radiology and image-diagnosis education requires the development of a model that covers the resident doctorâ??s training necessities and creates the mechanisms necessary for the construction of this environment, especially integrating the various systems in use or in development, in a hospital school. This work presents a proposal to define strategies for the creation of a computational environment for radiology and image-diagnosis teaching, specifically aimed towards the education of the resident physician in this area. The Soft Systems Methodology (SSM) was used to elaborate a comprehensive model under a systemic focus and bring up actions for its implementation. Initially, the current radiology teaching structure will be contextualized, and information systems that could be applied to support this type of activity will be discussed. The next step will be the revision of the SSM and the application of each step proposed by this methodology within the medical residency context of a large Brazilian hospital school. This residency-education activity survey was performed through interviews, questionnaires and the review of the norms, criteria and minimum requirements for the accreditation of medical residency programs in Brazil. Considering the complexity of the doctor-training environment and the diversity of computer systems under development to support it, the systemic approach helps the understanding and can guide the necessary integration. An integrated-environment frame, and its action plan, is proposed for radiology and image-diagnosis teaching. Finally, the strategies identified for its implementation are discussed.
Highlights
Radiology and image-diagnosis teaching is based on training for examinations, the understanding of its principles and the image analysis of real cases
Information systems can assist in the training of methods and techniques for the manipulation of the various types of information involved in this application
In our case: Customers – resident doctors; Actors – professors and employees; Transformations – imposed by a computerized teaching environment; Owner – is the community; Environment – the hospital school with all its complexity; and Worldview (Weltanschauung) – the hospital school must be as concerned with education activities as with professional activities
Summary
Radiology and image-diagnosis teaching is based on training for examinations, the understanding of its principles and the image analysis of real cases. The instructor presents to the student (a) the relationship between the body’s anatomy and its respective image, (b) the knowledge of the semiology elements associated with it, and (c) the diagnosis routine. Radiologists learn diagnostic skills by observing many clinical cases during their training and clinical practice, and their knowledge obtained from visual impression of images with various diseases constitutes the foundation for their diagnosis. Defining a computational environment for radiology and image-diagnosis education requires the development of a model that covers the resident doctor’s training necessities and creates the mechanisms necessary for the construction of this environment
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