Abstract
The recruitment and training of radiology residents is still driven largely by history and tradition. Radiology educators have shown great interest in innovative practices, but there are barriers to outcomes-based research to drive advancement in the areas of curricular development, innovative teaching methods, constructive resident evaluation, and precise resident selection [1]. Most radiology education research originates from single institutions with small sample sizes that limit both the power to detect small effects and generalizability across the spectrum of US radiology residency programs.
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