Mapping the different methods adopted for diagnostic imaging instruction at medical schools in Brazil.

Rubens Chojniak,Giuseppe D'Ippolito,Dominique Piacenti Carneiro,Ivone Da Silva Duarte,Valdair Francisco Muglia,Gustavo Simonetto Peres Moterani,Almir Galvão Vieira Bitencourt

doi:10.1590/0100-3984.2015.0223

Abstract

ObjectiveTo map the different methods for diagnostic imaging instruction at medical schools in Brazil.Materials and MethodsIn this cross-sectional study, a questionnaire was sent to each of the coordinators of 178 Brazilian medical schools. The following characteristics were assessed: teaching model; total course hours; infrastructure; numbers of students and professionals involved; themes addressed; diagnostic imaging modalities covered; and education policies related to diagnostic imaging.ResultsOf the 178 questionnaires sent, 45 (25.3%) were completed and returned. Of those 45 responses, 17 (37.8%) were from public medical schools, whereas 28 (62.2%) were from private medical schools. Among the 45 medical schools evaluated, the method of diagnostic imaging instruction was modular at 21 (46.7%), classic (independent discipline) at 13 (28.9%), hybrid (classical and modular) at 9 (20.0%), and none of the preceding at 3 (6.7%). Diagnostic imaging is part of the formal curriculum at 36 (80.0%) of the schools, an elective course at 3 (6.7%), and included within another modality at 6 (13.3%). Professors involved in diagnostic imaging teaching are radiologists at 43 (95.5%) of the institutions.ConclusionThe survey showed that medical courses in Brazil tend to offer diagnostic imaging instruction in courses that include other content and at different time points during the course. Radiologists are extensively involved in undergraduate medical education, regardless of the teaching methodology employed at the institution.

Highlights

Brazil, like other Latin American countries, has undergone an expansion of its higher education system, with an increase in the number of universities and the number of openings available
We have identified some initiatives to standardize and update the specific content of such courses, which have stated the importance of training the professors involved and have cited their experience as a factor influencing education and the future choices made by medical students[2,3,5,11,12,22,23]
A survey conducted on the e-MEC website of the Brazilian National Ministry of Education in September 2014 allowed the identification of 178 medical schools in Brazil and the e-mail addresses of their respective coordinators

Summary

Introduction

Like other Latin American countries, has undergone an expansion of its higher education system, with an increase in the number of universities and the number of openings available. 1. PhD, Member of the Committee for Instruction, Continuing Education, and Residency of the Colégio Brasileiro de Radiologia e Diagnóstico por Imagem (CBR), Professor at the Faculdade de Medicina da Universidade Nove de Julho (Uninove), São Paulo, SP, Brazil.

Results

Conclusion