Nuclear Medicine Education Research Articles

Role of visual information in multimodal large language model performance: an evaluation using the Japanese nuclear medicine board examination.

This study aimed to assess the performance of state-of-the-art multimodal large language models (LLMs), specifically GPT-4o, Claude 3 Opus, and Gemini 1.5 Pro, on Japanese Nuclear Medicine Board Examination (JNMBE) questions and to evaluate the influence of visual information on the decision-making process. This study utilized 92 questions with images from the JNMBE (2019-2023). The LLMs' responses were assessed under two conditions: providing both text and images and providing only text. Each model answered all questions thrice, and the most frequent answer choice was considered the final answer. The accuracy and agreement rates among the model answers were evaluated using statistical tests. GPT-4o, Claude 3 Opus, and Gemini 1.5 Pro exhibited no significant differences in terms of accuracy between the text-and-image and text-only conditions. GPT-4o and Claude 3 Opus demonstrated accuracies of 54.3% (95% CI: 44.2%-64.1%) each when provided with both text and images; however, they selected the same options as in the text-only condition for 71.7% of the questions. Gemini 1.5 Pro performed significantly worse than GPT-4o under text and image conditions. The agreement rates among the model answers ranged from weak to moderate. The influence of images on decision-making in nuclear medicine is limited to the latest multimodal LLMs, and their diagnostic ability in this highly specialized field remains insufficient. Improving the utilization of image information and enhancing the answer reproducibility are crucial for the effective application of LLMs in nuclear medicine education and practice. Further advancements in these areas are necessary to harness the potential of LLMs as assistants in nuclear medicine diagnosis.

Current application of ChatGPT in undergraduate nuclear medicine education: Taking Chongqing Medical University as an example

Background Nuclear Medicine(NM), as an inherently interdisciplinary field, integrates diverse scientific principles and advanced imaging techniques. The advent of ChatGPT, a large language model, opens new avenues for medical educational innovation. With its advanced natural language processing abilities and complex algorithms, ChatGPT holds the potential to substantially enrich medical education, particularly in NM. Objective To investigate the current application of ChatGPT in undergraduate Nuclear Medicine Education(NME). Methods Employing a mixed-methods sequential explanatory design, the research investigates the current status of NME, the use of ChatGPT and the attitude towards ChatGPT among teachers and students in the Second Clinical College of Chongqing Medical University. Results The investigation yields several salient findings: (1) Students and educators in NM face numerous challenges in the learning process; (2) ChatGPT is found to possess significant applicability and potential benefits in NME; (3) There is a pronounced inclination among respondents to adopt ChatGPT, with a keen interest in its diverse applications within the educational sphere. Conclusion ChatGPT has been utilized to address the difficulties faced by undergraduates at Chongqing Medical University in NME, and has been applied in various aspects to assist learning. The findings of this survey may offer some insights into how ChatGPT can be integrated into practical medical education.

GPT-4 in Nuclear Medicine Education: Does It Outperform GPT-3.5?

The emergence of ChatGPT has challenged academic integrity in teaching institutions, including those providing nuclear medicine training. Although previous evaluations of ChatGPT have suggested a limited scope for academic writing, the March 2023 release of generative pretrained transformer (GPT)-4 promises enhanced capabilities that require evaluation. Methods: Examinations (final and calculation) and written assignments for nuclear medicine subjects were tested using GPT-3.5 and GPT-4. GPT-3.5 and GPT-4 responses were evaluated by Turnitin software for artificial intelligence scores, marked against standardized rubrics, and compared with the mean performance of student cohorts. Results: ChatGPT powered by GPT-3.5 performed poorly in calculation examinations (31.4%), compared with GPT-4 (59.1%). GPT-3.5 failed each of 3 written tasks (39.9%), whereas GPT-4 passed each task (56.3%). Conclusion: Although GPT-3.5 poses a minimal risk to academic integrity, its usefulness as a cheating tool can be significantly enhanced by GPT-4 but remains prone to hallucination and fabrication.

ChatGPT in Nuclear Medicine Education.

Academic integrity has been challenged by artificial intelligence algorithms in teaching institutions, including those providing nuclear medicine training. The GPT 3.5-powered ChatGPT chatbot released in late November 2022 has emerged as an immediate threat to academic and scientific writing. Methods: Both examinations and written assignments for nuclear medicine courses were tested using ChatGPT. Included was a mix of core theory subjects offered in the second and third years of the nuclear medicine science course. Long-answer-style questions (8 subjects) and calculation-style questions (2 subjects) were included for examinations. ChatGPT was also used to produce responses to authentic writing tasks (6 subjects). ChatGPT responses were evaluated by Turnitin plagiarism-detection software for similarity and artificial intelligence scores, scored against standardized rubrics, and compared with the mean performance of student cohorts. Results: ChatGPT powered by GPT 3.5 performed poorly in the 2 calculation examinations (overall, 31.7% compared with 67.3% for students), with particularly poor performance in complex-style questions. ChatGPT failed each of 6 written tasks (overall, 38.9% compared with 67.2% for students), with worsening performance corresponding to increasing writing and research expectations in the third year. In the 8 examinations, ChatGPT performed better than students for general or early subjects but poorly for advanced and specific subjects (overall, 51% compared with 57.4% for students). Conclusion: Although ChatGPT poses a risk to academic integrity, its usefulness as a cheating tool can be constrained by higher-order taxonomies. Unfortunately, the constraints to higher-order learning and skill development also undermine potential applications of ChatGPT for enhancing learning. There are several potential applications of ChatGPT for teaching nuclear medicine students.

Simulated daily readout for maintaining nuclear medicine education in residency training amidst declining case volume: evidence from the COVID-19 pandemic.

Simulated daily readout (SDR) is a teaching initiative in radiology and nuclear medicine developed to simulate a resident's experience during periods of case volume reduction. SDR was employed by many training centers during the coronavirus disease 2019 (COVID-19) pandemic. This study aimed to evaluate the perception of radiology residents on the effectiveness of SDR. The SDR was conducted in the nuclear medicine rotations from 2019 to 2020 during the shutdown of the radionuclide imaging facilities using a combination of strategies including case selection, assignment, reporting and feedback. A brief 8-item questionnaire with Likert scale values was completed by radiology residents who participated in the SDR-based nuclear medicine rotations. Thirty-five of 54 residents returned the questionnaire. The majority of residents affirmed the negative impact of the reduction in case volume on their training experiences and perceived that SDR could alleviate the effects. The SDR strategies perceived as more effective were targeted case selection, in-advanced assignment, verbal interpretation and reporting, and verbal feedback. The radiology residents perceived the SDR as an effective tool to preserve their training experiences. The SDR has the potential to be a useful initiative when teaching centers face the threat of declining case volume.

Leading into the future: Revising nuclear medicine education across Canada to satisfy the newly imposed CAMRT leadership competency

IntroductionThe adoption of the CanMEDS framework into the 2024 competency profiles established by the Canadian Association of Medical Radiation Technologists (CAMRT) requires an increased focus on leadership education and training of student medical radiation technologists (MRTs). MethodsA literature review was used to explore current MRT novice leadership and to identify content that should be incorporated into Canadian nuclear medicine curricula to meet the leadership component of the CanMEDS framework. A table, summarizing leadership education currently provided in English-speaking Canadian nuclear medicine programs, is provided. ResultsA gap in leadership preparedness for medical radiation technologists as well as inconsistencies in leadership education within Canadian nuclear medicine curricula were identified. Content inclusions for leadership education is also provided. DiscussionRecommended content and strategies to revise MRT curricula are offered to enable effective healthcare leadership by MRTs. A specific focus on leadership areas such as technology adoption, radiation safety, and professional advocacy is recommended. The implications for nuclear medicine practice and education are described. ConclusionStandardized leadership education in nuclear medicine and medical radiation technology education will ensure MRTs are equipped with the skills required to lead effectively.

Nuclear Medicine Education Via Instagram: A Viable Method for Informal Lifelong Learning.

Formal and informal lifelong learning allows nuclear medicine professionals to grow and change over time within this dynamic field. Over the past 2 decades, Internet-based websites have provided instantaneous access to informal learning opportunities, including nuclear medicine reference articles, videos and webinars, and case-based learning. More recently, medical educators have explored social media platforms such as Instagram, Facebook, and Twitter to provide nuclear medicine education. This article discusses the use of Instagram as a platform for lifelong learning in nuclear medicine. Several nuclear medicine Instagram sites are introduced and user characteristics and participation for a representative site are presented in an effort to learn more about this educational forum, which is increasingly being recognized among academic educators.

Bullying in the Nuclear Medicine Department and During Clinical Nuclear Medicine Education

Workplace bullying (WPB) in the medical field is a significant occupational hazard and health-care safety concern, though many cases go unreported. Often regarded as a rite of passage to desensitize and toughen new employees and students, WPB causes psychologic harm and creates an unsafe working environment resulting in health complications, anxiety, depression, low self-esteem, difficulty concentrating, and self-harm. Decreased productivity, increased absenteeism, high turnover rates, and inappropriate patient care are linked to WPB, perpetrating organizational dysfunction. This research study evaluated WPB (prevalence, frequency, and behaviors; associated characteristics; effects on patient care; and awareness and enforcement of antibullying protocols) in nuclear medicine (NM) departments and clinical education. <b>Methods:</b> A quantitative single-group correlational analysis was used to survey certified NM technologists and students in the Nuclear Medicine Technology Certification Board e-mail database (<i>n</i> = 20,389). The highest response rate for any individual question was 836. Data were collected using the short version of the negative-acts questionnaire along with a researcher-created survey and analyzed using χ² testing and central tendencies. <b>Results:</b> WPB existed in varying degrees (46.8%) within the previous 6 mo, predominantly in the form of being ignored, excluded, and subjected to repeated reminders of errors and having information affecting performance withheld. NM professionals are more likely to witness and experience WPB than students and are more likely to be bullied by a fellow technologist. Some characteristics, such as sex, age, and occupation, were statistically significant, whereas others, such as race, height, body type, experience, and education, showed no significant correlation. Attention to patient care decreased (39.6%) when WPB was present. An 8% variation exists between enforcement and nonenforcement of antibullying policies, with 26% of professionals being unaware of whether antibullying policies exist at their workplace. <b>Conclusion:</b> Explanations for underreported WPB include fear of retaliation, nonenforcement and lack of awareness of antibullying policies, organizational complacency, and perceived hierarchic power. Recommendations to minimize WPB include adopting and publicizing a descriptive definition, implementing antibullying policies, using mediation procedures, and imposing noncompliance penalties. A decrease in the incidence of WPB correlates with an increase in employee satisfaction and retention, patient safety, and student success.

The need for nationally accepted guidelines for undergraduate nuclear medicine teaching in MBChB programmes in South Africa.

According to the South African Health Professions Act No. 56 of 1974, specific skills outcomes of MBChB programmes are that a medical graduate must be able to utilise diagnostic aids, interpret findings and make diagnoses. Imaging techniques are an integral part of the numerous diagnostic and therapeutic aids used in contemporary medical practice; however, in South Africa, no formal directives exist to guide programme directors or nuclear medicine departments regarding an appropriate undergraduate nuclear medicine educational module. As of 2013, six South African schools of medicine are involved in undergraduate nuclear medicine teaching, in which it forms part of clinical modules taught at varying stages in the academic curriculum. Against this backdrop is the inequitable distribution of nuclear medicine resources, training facilities and staffing in the local state health sector. Inadequate undergraduate teaching and provincial differences in nuclear medicine service provision suggest that many clinicians and graduating medical students are unaware of how radionuclide techniques can facilitate patient management. This high level of imaging illiteracy has been associated with lack of patient referral, poor quality and inadequate referral, poor knowledge of radiation doses and poor awareness of radiation risks. Here we highlight the challenges of undergraduate nuclear medicine teaching in South Africa, emphasising the need for the implementation of guidelines for undergraduate nuclear medicine education. Employing nationally accepted guidelines for undergraduate nuclear medicine teaching in South African MBChB programmes will contribute to the effective utilisation of nuclear medicine and molecular imaging as a diagnostic and therapeutic modality by newly qualified medical practitioners.

Evolution of Postgraduate Education in Nuclear Medicine

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Asian School of Nuclear Medicine – An Emerging Platform of Nuclear Medicine Education

&lt;p&gt;Abstract not available&lt;/p&gt;&lt;p&gt;Bangladesh J. Nuclear Med. 20(1): 7-8, January 2017&lt;/p&gt;

Asian School of Nuclear Medicine – An Emerging Platform of Nuclear Medicine Education

Abstract not available

EFOMP and EANM: joint recommendations for a curriculum for the education and training of physicists in nuclear medicine

Some of these barriers can be explained by the fact that there is no definition of the MP that is consistently recognised on a European level. This is somewhat surprising as there are well-known definitions issued by the scientific societies, for example the International Organization for Medical Physics (IOMP): Medical physicists are professionals with education and specialist training in the concepts and techniques of applying physics in medicine. Medical physicists work in clinical, academic or research institutions. Medical physicists working in the clinical environment are health professionals, with education and specialist training in the concepts and techniques of applying physics in medicine, competent to practice independently in one or more of the sub-fields (specialties) of medical physics. This rather clear definition has so far not found its way to documents issued by the European Union (EU) and the national regulatory authorities. In two directives stemming from the EURATOM treaty, the Commission has outlined roles for physicists working with radiation protection. The “MED directive” [2] addresses radiation protection of patients, carers and the public from medical exposures and defines somewhat vaguely a “medical physics expert” (MPE). Due to the lack of clarity, the implementation of this title varies considerably across Europe. The other directive, “the EU Basic Safety Standards (BSS) Directive” [3], concerned with radiation protection in general, had previously introduced another title for persons with a similar role (but outside the medical field): the “qualified expert”, in later documents also called “radiation protection expert”. Unfortunately, the roles defined in the two directives are not consistent and this still causes confusion and misunderstandings. Fortunately, a new directive (“Proposal for a Council Directive laying down basic safety standards for protection against the dangers arising from exposure to ionising radiation [COM(2012)242]”, http://ec.europa.eu/energy/nuclear/radiation_protection/doc/2012_com_242.pdf, dated 30.5.2012) is currently under revision. It is meant to replace the former two directives and will also provide a clearer definition for an MPE: “medical physics expert means an individual having the knowledge, training and experience to act or give advice on matters relating to radiation physics applied to medical exposure, whose competence to act is recognised by the competent authorities” (article 4, definition #40 in the draft document). Comparing the definitions provided by IOMP and the Commission it becomes clear that being an MPE (as defined in the directive) is an important role of an MP (as defined by IOMP). This is especially true in nuclear medicine, where most activities are related to the use of ionising radiation. However, the scope of work of an MP is considerably wider. Thus, an MPE should not per se be regarded as a senior and experienced MP—despite the expert in the acronym. On the other hand, being an MPE requires a high level of expertise with respect to application of ionising radiation—probably more expertise than the average MP would have. On this rather confusing background it seems more than logical that some sort of harmonisation would be helpful. This was a major motivation for the European Federation of Organisations for Medical Physics (EFOMP) and the European Association of Nuclear Medicine (EANM) to set out to collect and compose a modern curriculum specifically for the education and training of medical physicists in nuclear medicine. EFOMP (http://efomp.org) is the umbrella organisation for the national medical physics organisations and societies. One of the main objectives of EFOMP is the harmonisation and promotion of the best practice of medical physics in Europe. For this purpose, EFOMP issues policy statements on various topics, for example on the “Continuing Professional Development for the Medical Physicist”, describing the planned acquisition of qualifications required for professional practice throughout a working life. Likewise, the EANM—representing nuclear medicine in Europe—aims at advancing science and education in nuclear medicine for the benefit of public health. Physicists from both the Dosimetry Committee and the Physics Committee of the EANM joined EFOMP in the effort of composing the curriculum. Similar scientific collaborations were established by EFOMP with the European Society of Radiology (ESR) and the European Society for Radiotherapy and Oncology (ESTRO) for a curriculum in radiology [4] and radiation oncology [5], respectively.

Nuklearmedizin in Europa

SummaryThe technical developments that have taken place in the preceding years (PET, hybrid imaging) have changed nuclear medicine. The future cooperation with radiologists will be challenging as well as positioning nuclear medicine in an European context. It can also be expected that education in nuclear medicine will undergo a harmonization process in the states of the European Union.In this paper, we describe how nuclear medicine education is organized in several European countries. We aim to stimulate constructive discussions on the future development of the specialization in nuclear medicine in Germany.

Enhancing Laboratory Activities in Nuclear Medicine Education

Hands-on or active learning is important in nuclear medicine education. As more curricula start to require greater standards and as distance education expands, the effective use of laboratories in nuclear medicine education remains important in physics, instrumentation, and imaging but is often overlooked or underutilized. Laboratory exercises are a unique opportunity for nuclear medicine educators to facilitate students' critical thinking and problem-solving skills in a manner that often cannot occur in lectures or during online education. Given the lack of current laboratory tools and publications, there exists a requirement for nuclear medicine educators to develop, enhance, and monitor educational tools for laboratory exercises. Expanding technologies, variations in imaging and measurement systems, and the need to ensure that the taught technology is relevant to nuclear medicine students are issues faced by nuclear medicine educators. This article, based on principles of instructional design, focuses on the components and development of effective and enhanced nuclear medicine laboratories in our current educational environment.

The important role of audits, surveys and interobserver reproducibility studies in continuing education in nuclear medicine

The important role of audits, surveys and interobserver reproducibility studies in continuing education in nuclear medicine

The growing importance of continuing medical education in nuclear medicine: the role of the European School of Nuclear Medicine

The importance of continuing medical education (CME) in nuclear medicine is increasing because credit hours will be mandatory in the future. In addition to the scientific presentations at the annual congresses, the current knowledge on the most important topics in nuclear medicine should be offered to the nuclear medicine community. In 2000, the “new” European School of Nuclear Medicine (ESNM) was reorganised with the aim of bringing all the educational activities of the EANM under one umbrella. In addition to the “core members” of the ESNM (Lind, Mansi, Pons, Szilvasi; e-mail addresses displayed), the chairpersons of the most important task groups of the EANM are also members of the School. The educational activities of the ESNM can be divided into three categories: 1. Organisation of CME at the annual congress of the EANM 2. Organisation of Central and Eastern European seminars in nuclear medicine 3. Further development of the PET Learning Centre

The EJNM, an integrative vehicle for information transfer in nuclear medicine and molecular imaging

The European Journal of Nuclear Medicine (EJNM) was established in 1975 as a core publication for the promotion of nuclear medicine in Europe. Since that time, the EJNM has shown steady development in advancing science and facilitating the exchange of ideas in nuclear medicine and molecular imaging. Over the years, the EJNM has matured into a major medical journal of global importance. This has been an extraordinary accomplishment. However, the EJNM now needs to develop still further, on an international basis, as a leading vehicle for the delivery of knowledge and information in the field of nuclear medicine and molecular imaging. The journal must be the European investigative and clinical voice of the field, with boundaries established not by geography or professional subject but by intellectual content, scientific quality and clinical significance. Many opportunities are associated with this formidable task. In our multicultural world, the nuclear medicine community is extraordinarily vibrant and active. Multiple interactions constantly take place among creative scientists and clinicians, giving rise to innumerable advances. Given the vibrancy of our fertile field, I anticipate that the many scientists and professionals involved in nuclear medicine and molecular imaging will respond generously in helping to achieve our goals for the EJNM. The result will be rewarding, with published scientific material of growing interest and originality that will have a significant impact on research and clinical practice. The EJNM is also the official organ of the EANM. The Association takes advantage of the journal to inform members of its services and activities, and the journal thereby helps the Association to accomplish its mission and goals. The journal assists in advancing science and education in nuclear medicine. It promotes discussion and exchange of ideas on the role of nuclear medicine and molecular imaging in tackling problems associated with the diagnosis, treatment, research and prevention of diseases, and provides a medium for the dissemination of the latest results in the field. As new Editor-in-Chief, my responsibility is to ensure that the reports on medical research in nuclear medicine and molecular imaging that are published in the journal provide researchers and physicians with valid and readily accessible information. The journal must also serve as a suitable forum for discussion of issues relevant to research in the field. It is my responsibility to inform and educate readers, and to protect and strengthen the integrity and quality of the journal and its processes. On the Ignasi Carrio (✉) Department of Nuclear Medicine, Hospital Sant Pau, Autonomous University of Barcelona, Padre Claret 167, 08025 Barcelona, Spain e-mail: icarrio@hsp.santpau.es Tel.: +34-93-2919403, Fax: +34-93-2919409 Editorial

Trends in American nuclear medicine training: Past, present, and future

As soon as the capability to produce radioactive atoms was achieved in the 1930s, physician-scientists gravitated as apprentices toward important research centers, such as those at Berkeley, Washington University, and Massachusetts Institute of Technology (M.I.T.)/Massachusetts General Hospital. After World War II, Oak Ridge Associated Universities (ORAU) trained many of the founders of the specialty of nuclear medicine. The initial ORAU preparatory course lasted only 3 weeks. Over the 20 years after World War II, only 100 to 200 physicians had learned radioisotopic techniques and their clinical applications from their older preceptors. The founding of the conjoint American Board of Nuclear Medicine in 1971 (cosponsored by the American Boards of Internal Medicine, Pathology, and Radiology) marked a new era in certifying the quality of graduates of a growing number of nuclear medicine residency programs. Future trends in nuclear medicine education include the following: greater availability of jobs for physicians with board certification in radiology and nuclear medicine; an increased emphasis on training in positron-emission tomography (PET); and recertification and documentation of maintenance of professional competence as certainties.

Use of the internet for teaching in nuclear medicine

The Internet provides several new capabilities for education in nuclear medicine, including learning at a distance, facilitation of collaboration, increased availability of training resources, and ability to develop interactive teaching materials. Dedicated case-authoring software aided development of digital teaching files at the Mallinckrodt Institute of Radiology and the Joint Program in Nuclear Medicine. Accesses to these two teaching files from sites around the world have grown rapidly. Improvements in the speed of the Internet will allow inclusion of more images at higher resolution and more extensive use of cine. Development of server-based software will allow simulation of the actual image-reading environment. A better understanding of how to use this new media will spur continued expansion in use of the Internet for nuclear medical education.