Radiology Education Research Articles

Instagram Reels Versus Image Posts in Radiology Education

ObjectiveIn January 2016, we created an Instagram page for radiology education. Numerous publications in different fields have reported that Instagram “reels,” introduced in 2020 as a short-form video feature, are more popular than image posts. These findings and our familiarity with Instagram prompted us to analyze our own data to better understand how image posts compared with reels when used in the context of radiology education. Materials and MethodsFor each post category, metric values were extracted from the Instagram platform and analyzed as continuous variables, reported as medians with interquartile ranges (IQR). Metrics were compared between image categories using the Kruskal–Wallis test, with resulting p-values adjusted for multiple comparisons using the Bonferroni correction. Corrected p-values of less than 0.05 were considered statistically significant. ResultsWe included 128 images and 96 reels in the analysis. Images generally reached a larger audience, with a median of 18,745 [IQR: 13,478–27,243] impressions vs. 11,972 [IQR: 9,310.0–13,844.5] for reels (p<0.01). Images also tended to be shared more frequently (median 19 vs. 20, p<0.01), liked more often (median 480 vs. 296, p<0.01), and saved more by users (median 138 vs. 84, p<0.01) than reels, respectively. Both images and reels received a similar number of comments, with a median of 3 comments for both (p>0.99). We also explored the performance differences of image post subcategories. Within images, our “You Make the Call!” (YMTC) questions (n=23) displayed higher performance metrics across the board than the three other types of image posts combined (n=105). When compared, the median number of impressions for YMTC images was 36,735 [IQR: 31,343–40,742] vs. 15,992 [IQR:12,774–21,873] for other types of images (p<0.01). YMTC images were shared more often (median 25 vs. 17, p<0.01), received more likes (median 809 vs. 445, p<0.01) and saves (median 206 vs. 119, p<0.01) than non-YMTC images, respectively. User engagement showed slightly different trends with YMTC reels being the most liked, while quiz reels receiving the most comments and talking clips being the most saved. ConclusionOur findings on the use of Instagram in radiology education suggest that static images perform much better than reels. Consequently, we recommend to radiology educators seeking to establish an Instagram presence that using static image posts is an appropriate approach for reaching a radiology audience, particularly with image posts that engage an audience with participatory opportunities such as answering quiz-like questions aimed at making a diagnosis.

Evolution of continuing medical education in radiology: on-site vs remote

ObjectivesTo assess the evolution of continuing medical education/continuous professional development (CME/CPD) in European Radiology with a particular focus on on-site (live educational events, LEE) vs remote (electronic learning materials, ELM) participation and the impact of the COVID-19 pandemic.MethodsResults related to CME/CPD of surveys conducted by the Accreditation Council of Imaging (ACI) between 2017 and 2020 are summarized. Additional insights from the survey conducted in spring 2023, exploring online education trends since the start of the COVID-19 pandemic, are presented. Finally, the results of the surveys are correlated with the total number of CME/CPD applications received annually from 2018 to 2022.ResultsPre-pandemic, 90% of European radiologists supported mandatory CME and unified CME/CPD-system. A trend among younger radiologists towards ELM was observed. Only 20% of employers fully endorsed CME/CPD. In 2020, LEE attendance dropped significantly (95.5–33%), with a simultaneous surge (33–58%) in time spent on ELM. Post-pandemic, the majority (52%) of LEE attendees participated in 1–5 events, whereas the majority (38%) of attendees of live-streamed events participated in 6–20 meetings. Content remains a priority of respondents in all formats: 79% for online, 75% for on-site, and 74% for on-demand. While the assessed quality of LEE remained at the same level (no change (36%) or good/very good (48%)), a considerably higher percentage of respondents noticed the quality of live-streamed events was good/very good (83%).ConclusionThe majority of European radiologists support mandatory CME and a unified CME/CPD system. Despite the post-pandemic resurgence in LEE, ELM and hybrid events are predicted to gain further prominence.Critical relevance statementThe CME/CPD system dynamically adapts to evolving professional, technical, and environmental circumstances, with human interaction gaining heightened significance post-COVID-19.Key PointsProfessionals expressed a desire to return to on-site participation, highlighting its desirability for social interaction.Electronic learning materials are poised for continued growth, particularly among younger generations.Professionals expressed a desire towards a unified CME/CPD system in Europe.Graphical

Reinvesting in the Next Generation of Physician Scientists and Educators in Radiology

Reinvesting in the Next Generation of Physician Scientists and Educators in Radiology

Utility of instant messaging application, WhatsApp, as a tool to augment post-graduate radiology education

BackgroundSmart phone technology including different instant messaging applications like, WhatsApp, can be used for the development of radiological skills, reporting, and performance. To determine the utility, attitude, and outcome of WhatsApp for augmenting education in FCPS radiology residency program. To assess the opinion of radiology residents regarding WhatsApp as a tool to enhance postgraduate training.MethodologyA mixed method (qualitative and quantitative) was conducted at Dow Institute of Radiology, Karachi, Pakistan. All FCPS Radiology residents were given a radiological case by principal investigator followed by residents’ response in 24 h. Key findings were shared by the mentor. Before and after the intervention of WhatsApp, all residents were evaluated with written and radiological imaging reporting exam. For quantitative analysis, a closed ended questionnaire was used containing information about total number of messages, images, webpage links shared, level of contribution (active/non-active), and utility (contribution in education related topic only). A feedback form with Likert scale was also got filled by all residents. For qualitative research, semi structured interviews (SSIs) were conducted.ResultsMedian number of total images shared were 293 (IQR 1002 images), messages shared 110 (IQR), webpages shared were 54 webpages (61 webpages) and total contents shared by participants was 243 (544 contents). Active contributors showed better performance in utility, competency of contents and attitude towards using social media as a medium for learning. Comparison of written and OSCE results showed better performance after the intervention. Feedback form with Likert scale revealed that students responded positively regarding the shared learning content. Thematic analysis showed 52 codes and 16 themes.ConclusionIn this research we have observed that WhatsApp is highly efficient and productive academic tool which can amplify postgraduate radiology education. Student’s narrative reflects that residents have found the missing link which can take them to radiological professional excellence through targeted high-profile learning outside lecture hall in time and place convenient motivational environment. Once it will be blended with existing teaching strategy, it can prove to be a game changer.

Exploring Radiology Postgraduate Students' Engagement with Large Language Models for Educational Purposes: A Study of Knowledge, Attitudes, and Practices

Abstract Background: The integration of large language models (LLMs) into medical education has received increasing attention as a potential tool to enhance learning experiences. However, there remains a need to explore radiology postgraduate students' engagement with LLMs and their perceptions of their utility in medical education. Hence, we conducted this study to investigate radiology postgraduate students' knowledge, attitudes, and practices regarding LLMs in medical education. Methods: A cross-sectional quantitative survey was conducted online on Google Forms. Participants from all over India were recruited via social media platforms and snowball sampling techniques. A previously validated questionnaire was used to assess knowledge, attitude, and practices regarding LLMs. Descriptive statistical analysis was employed to summarize participants' responses. Results: A total of 252 (139 [55.16%] males and 113 [44.84%] females) radiology postgraduate students with a mean age of 28.33 ± 3.32 years participated in the study. The majority of the participants (47.62%) were familiar with LLMs with their potential incorporation with traditional teaching–learning tools (71.82%). They are open to including LLMs as a learning tool (71.03%) and think that it would provide comprehensive medical information (62.7%). Residents take the help of LLMs when they do not get the desired information from books (46.43%) or Internet search engines (59.13%). The overall score of knowledge (3.52 ± 0.58), attitude (3.75 ± 0.51), and practice (3.15 ± 0.57) were statistically significantly different (analysis of variance [ANOVA], p &lt; 0.0001), with the highest score in attitude and lowest in practice. However, no significant differences were found in the scores for knowledge (p = 0.64), attitude (p = 0.99), and practice (p = 0.25) depending on the year of training. Conclusion: Radiology postgraduate students are familiar with LLM and recognize the potential benefits of LLMs in postgraduate radiology education. Although they have a positive attitude toward the use of LLMs, they are concerned about its limitations and use it only in limited situations for educational purposes.

Lessons learned from rebranding a radiology education facebook page

In May 2009, we created a Facebook page for radiology education. While we shared a host of learning materials such as case images, quiz questions, and medical illustrations, we also posted world news, music, and memes. In February 2023, we eliminated everything from the site not related to radiology education. Our aim was to determine how focusing on radiology education alone would affect audience growth for our Facebook page. We exported our Facebook post data for the dates March 1, 2023 through February 29, 2024, to represent the full calendar year after we revised our content presentation, which we compared to data from November 1, 2020 to October 31, 2021. The mean and standard deviation for each post type's reach for 2023/24 were analyzed and compared against the 2020/21 statistics, and Wilcoxon rank sum tests were used to obtain p-values. Linear regressions for each year were performed to understand the relationship between reach and engagement. A total of 4,270 posts were included in our new analysis. Our average number of posts per day decreased from 24.8 to 11.71, reducing by more than half the amount of content shared to our social media page. Our posts had a mean overall reach of 4,660-compared to 1,743 in 2021 (p=0.0000). There was a statistically significant increase in reach for posts on artificial intelligence, case images, medical illustrations, pearls, quiz images, quiz videos, slideshow images, and both types of instructional videos (p<0.005). For both 2021 and 2024, the linear regression slopes were positive (y=0.0687x-65.0279 and y=0.006334x+21.3425, respectively). Facebook and other social media have been found to be helpful sources for radiology education. Our experience and statistics with radiology education via social media may help other radiology educators better curate their own pages. To optimize experiences for students, professionals, and other users, and to reach more people, we found that providing readily accessible radiology education is preferred to the social aspects of social media.

Multidisciplinary approach to diagnostic radiology education: a novel educational intervention for Turkish medical students.

Teleconferencing can facilitate a multidisciplinary approach to teaching radiology to medical students. This study aimed to determine whether an online learning approach enables students to appreciate the interrelated roles of radiology and other specialties during the management of different medical cases. Turkish medical students attended five 60-90-minute online lectures delivered by radiologists and other specialists from the United States and Canada through Zoom meetings between November 2020 and January 2021. Student ambassadors from their respective Turkish medical schools recruited their classmates with guidance from the course director. Students took a pretest and posttest to assess the knowledge imparted from each session and a final course survey to assess their confidence in radiology and the value of the course. A paired t-test was used to assess pretest and posttest score differences. A 4-point Likert-type scale was used to assess confidence rating differences before and after attending the course sessions. A total of 1,458 Turkish medical students registered for the course. An average of 437 completed both pre- and posttests when accounting for all five sessions. Posttest scores were significantly higher than pretest scores for each session (P < 0.001). A total of 546 medical students completed the final course survey evaluation. Students' rating of their confidence in their radiology knowledge increased after taking the course (P < 0.001). Students who took our course gained an appreciation for the interrelated roles of different specialties in approaching medical diagnoses and interpreting radiological findings. These students also reported an increased confidence in radiology topics and rated the course highly relevant and insightful. Overall, our findings indicated that multidisciplinary online education can be feasibly implemented for medical students by video teleconferencing.

Flipping the script: A multiyear assessment and comparison of flipped classroom versus traditional didactic teaching at two academic institutions

Rationale and objectivesHistorically radiology resident education has taken the form of workstation and didactic teaching. Due to increasing clinical demand and administrative burden for academic radiologists, the need for more efficient and effective teaching has increased. Flipped classroom teaching, where trainees independently learn material prior to interactive teaching sessions with faculty, is a possible alternative. While the use of flipped teaching in radiology has been studied in the medical student setting, its use in the radiology residency setting has been less published. Materials and methodsAt two academic institutions (University of Washington and Northwestern), exam scores from five PGY-2 Core rotations were collected. Flipped teaching was used for one rotation at the University of Washington (FR). The influence of teaching method, rotation, and institution on exam score was examined. Resident surveys were also collected to understand perceptions of flipped classroom teaching. ResultsAt the University of Washington, the mean exam score for the flipped rotation was significantly higher than the majority of other rotations utilizing traditional teaching (p<0.05). Between the University of Washington and Northwestern, there was no difference in exam scores when comparing comparable rotations. Among residents at the University of Washington, the flipped teaching rotation was perceived as more educationally valuable than traditional teaching rotations. ConclusionFlipped classroom teaching is at least as effective as the traditional teaching model and associated with better performance on standardized exams at one institution. Among residents, flipped learning is also associated with higher perceived educational value.

Application of the process-based teaching based on SPARK case database in the practice teaching of radiology in the musculoskeletal system for undergraduate medical students

BackgroundProcess-based teaching is a new education model. SPARK case database is a free medical imaging case database. This manuscript aimed to explore the application of the process-based teaching based on SPARK case database in the practice teaching of radiology in the musculoskeletal system.Methods117 third year medical students were included. They were divided into Group A, B, C and D according to the curriculum arrangement. Group A and B attended the experimental class at the same time, A was the experimental group, B was the control group. Group C and D attended experimental classes at the same time, C was the experimental group, D was the control group. The experimental group used SPARK case database, while the control group used traditional teaching model for learning. The four groups of students were respectively tested after the theoretical class, before the experimental class, after the experimental class, and one week after the experimental class to compare the results. Finally, all students used SPARK case database to study, and were tested one month after the experimental class to compare their differences.ResultsThe scores after the theoretical class of Group A and B were (100.0 ± 25.4), (101.0 ± 23.8)(t=-0.160, P > 0.05), Group C and D were (94.7 ± 23.7), (92.1 ± 18.6)(t = 0.467, P > 0.05). The scores of Group A and B before and after the experimental class and one week after the experimental class were respectively (84.1 ± 17.4), (72.1 ± 21.3)(t = 2.363, P < 0.05), (107.6 ± 14.3), (102.1 ± 18.0)(t = 1.292, P > 0.05), (89.7 ± 24.3), (66.6 ± 23.2)(t = 3.706, P < 0.05). The scores of Group C and D were (94.0 ± 17.3), (72.8 ± 25.5)(t = 3.755, P < 0.05), (107.3 ± 20.3), (93.1 ± 20.9)(t = 2.652, P < 0.05), (100.3 ± 19.7), (77.2 ± 24.0)(t = 4.039, P < 0.05). The scores of Group A and B for one month after the experimental class were (86.6 ± 28.8), (84.5 ± 24.0)(t = 0.297, P > 0.05), and Group C and D were (95.7 ± 20.3), (91.7 ± 23.0)(t = 0.699, P > 0.05).ConclusionsThe process-based teaching based on SPARK case database could improve the radiology practice ability of the musculoskeletal system of students.

“Building bridges”—communication education for residents in radiology: a scoping review

BackgroundGood communication is an important professional attribute for radiologists. However, explorations of communication education and their outcomes in radiology residents are sparse. This scoping review aims to evaluate the existing literature on communication education for radiology residents, identify gaps in current practices, and suggest directions for future studies.MethodsA scoping review following the six-step approach of Arksey and O’Malley was undertaken. We searched through PubMed, Embase, ERIC, and Web of Science databases, focusing on communication education in radiology residents.ResultsSixteen of the 3096 identified articles were included in the analysis. Most studies (13/16) originated from the United States. The studies varied in study design, including quantitative, qualitative and mixed-methods approaches. The sample sizes of most studies were small to moderate, with more than half of the studies had fewer than 30 participants. The identified studies predominantly focused on communication with patients and healthcare professionals. The need for communication education, the efficacy of specific communication education programs, and the capability of some assessment tools for evaluating residents’ communication skills were investigated.ConclusionsThis scoping review reveals the gap between the need for communication education and the lack of comprehensive education programs in radiology residents globally. Future studies should develop tailored interventions and use reliable assessment tools, engaging more participants with extended follow-up periods, and expand the scope of communication training to include all relevant stakeholders.

Near-Peer Paradigms in Medical School: Integrating Student Teaching Assistants Into a Core Radiology Clerkship

Rationale & ObjectivesNear-peer paradigms have been demonstrated effective in supporting how students navigate novel clinical environments. In this study, we describe an innovative model of incorporating teaching assistants (TAs) into a core radiology clerkship and investigate both its perceived educational value by clinical-year learners and its perceived impact on professional growth by TAs. Materials & MethodsAt one U.S. medical school, the core clinical year includes a clerkship in radiology incorporating both reading room exposure and a didactic curriculum. Radiology faculty delivery a variety of traditional and interactive, “dynamic” lectures, while medical student TAs deliver additional dynamic sessions, including a final TA-created review session. The educational value of each didactic session by clerkship students was assessed using a five-point scale survey, and the professional value of the experience by TAs was assessed using a five-point Likert survey. ResultsSpanning from 2020 to 2023, 268 (74.4%) clinical-year students submitted the post-clerkship survey, with the didactic review sessions created and led by TAs receiving the highest ratings of any didactic session. Of 16 former TAs, 12 (75%) completed the post-service survey, with all respondents agreeing or strongly agreeing that they enjoyed and would recommend their experience, and that it enhanced their interest in radiology and in academic medicine. ConclusionNear-peer education in a core radiology clerkship enhances the experience of the learner through peer guidance and the experience of the teacher through professional development. These findings may increase student interest in pursuing academic radiology as a career and invite opportunities for broadening medical school education in radiology.

Welcome Back! How the New Oral Examination Will Change Radiology Education

Welcome Back! How the New Oral Examination Will Change Radiology Education

Korean radiographers’ awareness, experiences, and education needs in forensic medicine and forensic radiology

This study assesses the need for education in forensic medicine and forensic radiology among radiographers by investigating the perceptions and experiences of Korean radiographers working in medical institutions. A structured questionnaire was administered to participants, collected, and analyzed. The results showed that despite receiving frequent forensic cases, Korean radiographers face difficulties in taking appropriate measures about forensic radiology due to a lack of awareness and knowledge of its forensic aspects. The participants indicated that university education in forensic medicine and forensic radiology is necessary. Therefore, it is imperative to develop and implement policies for forensic education programs to enhance radiographers’ forensic knowledge and capabilities. Universities should conduct courses on forensic radiology and provide continuing education for radiographers working in this field.

Radiological education in the era of artificial intelligence: A review.

Radiological education in the era of artificial intelligence: A review.

Teaching diagnostic radiology to radiology majors: Implementation and evaluation of a flipped classroom model

Purpose Radiology instruction focuses on cultivating medical students’ diagnostic thinking skills and practical competence, and lecture-based learning (LBL) is the most commonly used teaching approach. While fact-based, this type of traditional instruction is often non-engaging, leading to a shift toward student-centered models, one of which is the flipped classroom (FC). However, studies involving a comprehensive evaluation of students’ experiences using the FC approach and its effects on their learning are lacking. Therefore, this study analyzed the teaching efficacy of the FC approach based on data of large groups of radiology students, accumulated over time. Methods Data from 636 medical radiology students taught using the FC and LBL models from 2012 to 2021 were retrospectively collected and analyzed. Results The test scores of the FC group were significantly higher than those of the LBL group, and improvements in learning initiative and learning ability were notably higher in the FC than in the LBL group. The two groups showed no significant difference in the critical thinking disposition indicator, and the proportion of students with positive critical thinking tendencies was higher in the FC than in the LBL group. The academic and social self-perception scores of the FC group were significantly higher than those of the LBL group, and there was a significant difference in Kolb’s learning style. Conclusions Based on evidence of completing pre-, in-, and after-class work, the FC approach improved students’ academic performance, learning initiative, diagnostic ability, and satisfaction with learning and the teaching institution. Our findings suggest that FC instruction promotes students’ assimilation and convergence of learning styles, and cultivates positive critical thinking.

International cooperation in radiology training: A multipronged approach

IntroductionMedical imaging has undergone significant technical advancements in recent years, posing a considerable challenge for radiologists to stay up-to-date with emerging modalities and their applications in daily practice. This challenge is even more daunting in developing countries with limited resources compared to the US and other developed nations with greater economic assets. The collaboration between the United States and other advanced nations with radiological institutions in Latin America has been a significant achievement in the pursuit of new opportunities for continuous medical education. The aim of this study was to evaluate the effectiveness of international collaborations among Spanish-speaking Latin American institutions and radiologists through a survey. Materials and MethodsA group of radiologists and institutions from various countries, including the USA, Spain, and Argentina, who have been working together for several years to improve Radiology education across Latin America, were selected. An online survey was conducted. The survey included questions about interest in the activities, participation, and impact of radiologic education during these educational efforts. ResultsThe survey received responses from 166 participants, all of whom reported knowledge of at least one type of educational activity. The most well-known activity was ALAT Webinars. The primary motivators for participation were the quality of the content and the opportunity to learn new information. Additionally, improving local education in radiology and receiving expert advice on radiology issues were identified as priorities for participation in international collaborations. The Cronbach alpha coefficient was calculated for individual and global Likert questions, resulting in a global score of 0.96. ConclusionThe study confirms the significance of a multifaceted approach to address gaps in radiology education. While traditional models have relied on hosting international visitors or sending US teachers abroad, the results suggest that using a variety of methods will have a greater impact than relying on a single technique for those who benefit most from collaborative efforts.

Comment on: ChatGPT: Chasing the Storm in Radiology Training and Education

Comment on: ChatGPT: Chasing the Storm in Radiology Training and Education

Studying the history of histopathology in preclinical medical education as a guide for the uniform integration of radiology in medical education

Radiology and pathology, though distinct fields within medical education, share a common foundation in their essential roles for accurate diagnosis and understanding of diseases. While pathology, particularly histopathology, has long been integrated into preclinical medical education in the United States, radiology education has traditionally been less emphasized. This paper examines the historical development of histopathology training in medical education and its central role, contrasting it with the comparatively peripheral position of radiology education. We explore the historical context of medical education in the United States, tracing the integration of histopathology following the Flexner Report of 1910. In contrast, radiology, emerging later as a specialized field, has faced challenges in achieving comparable integration into medical curricula. Despite the increasing importance of medical imaging in diagnosis and treatment, radiology education remains variable and often lacking in standardization across medical schools. We highlight the need for greater emphasis on radiology education to better prepare medical students for modern clinical practice, where medical imaging plays an increasingly pivotal role. A call for a comprehensive assessment of radiology education and advocacy for its integration into preclinical curricula is made, emphasizing the importance of collaboration between the radiology profession and accrediting bodies to ensure competence in imaging across medical specialties. As medical imaging continues to advance and become more integral to healthcare, it is imperative that medical education reflects this evolution by establishing radiology as a fundamental component of preclinical training.

Educating the next generation of radiologists: a comparative report of ChatGPT and e-learning resources

Rapid technological advances have transformed medical education, particularly in radiology, which depends on advanced imaging and visual data. Traditional electronic learning (e-learning) platforms have long served as a cornerstone in radiology education, offering rich visual content, interactive sessions, and peer-reviewed materials. They excel in teaching intricate concepts and techniques that necessitate visual aids, such as image interpretation and procedural demonstrations. However, Chat Generative Pre-Trained Transformer (ChatGPT), an artificial intelligence (AI)-powered language model, has made its mark in radiology education. It can generate learning assessments, create lesson plans, act as a round-the-clock virtual tutor, enhance critical thinking, translate materials for broader accessibility, summarize vast amounts of information, and provide real-time feedback for any subject, including radiology. Concerns have arisen regarding ChatGPT's data accuracy, currency, and potential biases, especially in specialized fields such as radiology. However, the quality, accessibility, and currency of e-learning content can also be imperfect. To enhance the educational journey for radiology residents, the integration of ChatGPT with expert-curated e-learning resources is imperative for ensuring accuracy and reliability and addressing ethical concerns. While AI is unlikely to entirely supplant traditional radiology study methods, the synergistic combination of AI with traditional e-learning can create a holistic educational experience.

Peer-to-Peer Medical Student Teaching in Radiology

Medical students are often regarded purely as learners, but many can also perform well as educators. When more senior students are on service with underclassmen, especially when attendings and residents are busy, they can play an important role in helping to advance a radiology department's teaching mission.