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

Ilona Petsch,Aglaé Velasco González,Boris Buerke

doi:10.33422/ejte.v2i3.297

Abstract

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

Highlights

Medical students serving clerkships or practical electives in radiology departments should experience real-life educational settings
Questions posed by radiologists are adapted to students’ knowledge base; e.g. questions about pneumothorax on chest projection radiographs would be addressed to students in clerkships, rather than questions about contrast enhancement in CT scans and lymphoma in positron emission tomography and computed tomography (PET-CT) scans directed at students completing their electives
Medical students attending multidisciplinary conferences (MCs) and tumor boards (TBs) in radiology on their own initiative indicates an interest in imaging for medical work, which should be supported

Summary

Introduction

Medical students serving clerkships or practical electives in radiology departments should experience real-life educational settings. Students are invited to participate in MCs to encourage a proactive learning approach (Arnold, 2015), for MCs can be identified as potential educational settings (Prideaux et al, 2000; Steinert et al, 2015). These hold teaching and learning opportunities to acquire medical. Besides intending to optimise educational attitudes (Gunderman & Hafeez, 2010; Arnold, 2015), radiologists call for an interdisciplinary teaching approach cooperating with other medical disciplines (Dettmer et al, 2015; ESR, 2015; Petsch et al, 2020a). We attempt to explore how MCs can be exploited as potential educational settings for medical students in radiology by applying the modified pedagogical principles of proactive learning, and teaching and learning processes (Schüßler, 2012)

Methods

Results

Discussion

Conclusion