Abstract
ObjectivesTo evaluate radiology teaching offered to junior doctors on general medical/surgical rotations, their preferences regarding teaching methods and self-directed learning tools, and their suggestions for improvement.MethodsAn online questionnaire involving all foundation programme doctors at Sunderland Royal Hospital was carried out. Quantitative analysis of preferences and free text feedback were used.ResultsThere was a response rate of 88/90 doctors (98%). The radiology teaching received was mostly informal. Most junior doctors felt that their medical school radiology teaching had been inadequate. The preferred teaching techniques were interactive case-based and system-based discussions. Textbooks and journal articles were not as popular as self-directed learning tools. Online learning material was used quite frequently, with general web content being more popular. Eighty-seven percent cited their motivation for studying radiology as “to become a better doctor”. More guidance from radiologists was desired, particularly regarding the choice of examinations and discussion of cases. Twenty-two percent of doctors were considering radiology as a career.ConclusionsInteractive elements in radiology teaching are important. Online electronic teaching modules can be integrated into the teaching curriculum, but they must be of high quality to be acceptable and face-to-face interaction is still important. Junior doctors would like more guidance from radiologists.
Highlights
Providing radiology teaching for junior doctors and medical students is an important but often neglected task
There has been little research regarding the expectations of junior doctors with respect to radiology teaching, their motivation and their preferred teaching methods
The questionnaire included a range of subjective questions about the perceived quality of training or effectiveness of teaching methods
Summary
Providing radiology teaching for junior doctors (nonradiologists) and medical students is an important but often neglected task. Many images are reviewed by junior staff, out of hours, before being formally reported by a radiologist or seen by an experienced consultant on the ward round. It is, in the best interests of patients to have well-educated junior staff reviewing images, so that critical findings are not missed and obvious abnormalities not misinterpreted. There has been little research regarding the expectations of junior doctors with respect to radiology teaching, their motivation and their preferred teaching methods.
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