Interventional Radiology Education Research Articles

Impact of Work Environment on Job Satisfaction among Interventional Radiologists in Japan: A Cross-sectional Study.

This study aims to measure job satisfaction among interventional radiology physicians in Japan and analyze the factors affecting job satisfaction. A web-based survey was conducted among the members of the Japanese Society of Interventional Radiology between October and December 2021. Participants were questioned regarding their job satisfaction, workplace, work status, and demographic information. Principal component analysis was applied to 15 reasons related to job satisfaction, and the factors affecting job satisfaction were analyzed. Valid responses were obtained from 901 (31.9%) of the 2,824 interventional radiology physicians invited to participate. Job satisfaction was reported as "very satisfied" in 79 (8.8%), "moderately satisfied" in 426 (47.3%), "neither satisfied nor dissatisfied" in 230 (25.5%), "moderately dissatisfied" in 133 (14.8%), and "very dissatisfied" in 33 (3.7%) respondents. Thus, there were 505 (56.0%) satisfied physicians. Three principal components were extracted from the reasons for job satisfaction. Job satisfaction tended to be higher among those who reported performing a higher number of interventional radiology procedures and was positively associated with a higher rate of work time dedicated to interventional radiology and the first principal component (the environment of clinical practice, research, and interventional radiology education). The third principal component (salary and work environment) and the absence of an "IkuBoss" [a boss who takes initiative in creating a work environment supportive of the work-life balance of colleagues] were associated with lower job satisfaction. More than half the participants reported high job satisfaction. Job satisfaction of interventional radiology physicians in Japan was positively associated with a favorable clinical, research, and educational environment and negatively associated with the absence of an "IkuBoss," noninterventional radiology work, overtime work, and salary.

Interventional radiology education: Patient experience with an educational website

Rationale and objectivesThe aim of this study was to examine the impact of an educational website on patient understanding of Interventional Radiology (IR). Material and methodsAn informational website with descriptions and images of 12 common IR procedures was developed with the aim of educating patients. One hundred patients referred to a large, academic institution were randomly selected to participate. Anonymous 11-question, 5-point Likert-scale assessments were administered before and after engaging with the educational website. The survey evaluated patients' understanding of IR procedures and satisfaction with the website as an educational tool. ResultsOne hundred patients completed the pre−/post-implementation evaluations. Among matched questions, there was an increase in patient understanding of IR with mean score improvement from 2.10 to 4.57 (p < 0.001), their knowledge of common procedures from 1.74 to 4.66 (p < 0.001), and their consideration for their next procedure to be with IR from 2.24 to 4.62 (p < 0.001). Additionally, patients had an overall positive impression of the website (mean 4.80). Over 75% of patients found the descriptions and images “very helpful”. ConclusionThis study demonstrated that website use for patient education has the potential to be effective in increasing overall patient understanding of IR and familiarity with common interventional procedures.

Virtual interventional radiology education increases confidence in American Board of Radiology Core Exam Preparation

•The survey data revealed specific Interventional Radiology (IR)-related competencies where perceived confidence was low (extremity venography and imaging artifacts specific to IR), creating opportunities for targeted teaching by IR educators. •Implementation of virtual board exam review courses may enhance resident board preparation, in addition to popular study resources such as practice problems and board review-specific textbooks. •A virtual IR review course for the ABR Core Exam may offer a resident-preferred approach and increase confidence in IR subject areas.

Augmented reality in interventional radiology education: a systematic review of randomized controlled trials.

ABSTRACTBACKGROUND:Augmented reality (AR) involves digitally overlapping virtual objects onto physical objects in real space so that individuals can interact with both at the same time. AR in medical education seeks to reduce surgical complications through high-quality education. There is uncertainty in the use of AR as a learning tool for interventional radiology procedures.OBJECTIVE:To compare AR with other learning methods in interventional radiology.DESIGN AND SETTING:Systematic review of comparative studies on teaching techniques.METHODS:We searched the Cochrane Library, MEDLINE, Embase, Tripdatabase, ERIC, CINAHL, SciELO and LILACS electronic databases for studies comparing AR simulation with other teaching methods in interventional radiology. This systematic review was performed in accordance with PRISMA and the BEME Collaboration. Eligible studies were evaluated using the quality indicators provided in the BEME Collaboration Guide no. 11, and the Kirkpatrick model.RESULTS:Four randomized clinical trials were included in this review. The level of educational evidence found among all the papers was 2B, according to the Kirkpatrick model. The Cochrane Collaboration tool was applied to assess the risk of bias for individual studies and across studies. Three studies showed an improvement in teaching of the proposed procedure through AR; one study showed that the participants took longer to perform the procedure through AR.CONCLUSION:AR, as a complementary teaching tool, can provide learners with additional skills, but there is still a lack of studies with a higher evidence level according to the Kirkpatrick model.SYSTEMATIC REVIEW REGISTRATION NUMBER:DOI 10.17605/OSF.IO/ACZBM in the Open Science Framework database.

Interventional Radiology Education for Improving Primary Care Provider Awareness

To evaluate the effectiveness of a lecture series in increasing awareness and knowledge about common interventional radiology (IR) procedures amongst emergency medicine and internal medicine residents at a tertiary care academic medical center.A series of two 60-minute lectures was presented at both the Emergency and Internal Medicine weekly didactic conferences for the respective residency programs. The lectures covered the indications, contraindications, imaging, pre-procedure preparation, complications, and follow-up of common IR procedures, including both didactics as well as interactive question and answer segments. The first lecture included central venous access, IVC filters, and image-guided biopsies, and the second lecture covered biliary interventions, genitourinary interventions, and vascular embolization. Pre/post lecture assessments were given evaluating participant knowledge, and paired one-tailed t-tests were elucidated for evaluating differences in the mean scores.A total of 77 emergency and internal medicine resident physicians participated in assessments of the lecture series. There were significantly increased scores (P<0.001) after both of the lectures (36% to 82% on the first lecture and 44% to 65% on the second lecture), suggesting increased knowledge of the common IR procedures discussed in the lecture.This work demonstrated that educational initiatives such as lecture series implementation are effective methods to increase knowledge of common IR procedures and raise awareness of the specialty among referring providers.

Images From the Past

Nursing in interventional radiology is diverse and multifaceted. This area of specialty nursing has not yet been acknowledged as such or embraced in Canada. Professional development for interventional radiology nurses is lacking with even fewer educational opportunities for non-radiology nurses who care for interventional radiology patients throughout the hospital to develop needed interventional radiology knowledge and related skills. This qualitative descriptive study explored the experiences non-radiology nurses have caring for interventional radiology patients. Interviews with ten non-radiology nurses in a Canadian hospital provided rich data for analysis. Thematic analysis revealed that these nurses did not receive formal IR education in their nursing curriculum, acquired their knowledge through self-teaching, lacked knowledge about imaging modalities and IR procedures, were impeded to build trusting nurse-patient relationships, and felt ineffective communication disrupted the continuity of care they provided. Addressing professional development needs related to creating interventional radiology education, increasing awareness of the specialty of interventional radiology nursing, and enhancing clinical collaboration is a key recommendation.

Professional Development Needs of Non-Radiology Nurses: An Exploration of Nurses’ Experiences Caring for Interventional Radiology Patients

Nursing in interventional radiology is diverse and multifaceted. This area of specialty nursing has not yet been acknowledged as such or embraced in Canada. Professional development for interventional radiology nurses is lacking with even fewer educational opportunities for non-radiology nurses who care for interventional radiology patients throughout the hospital to develop needed interventional radiology knowledge and related skills. This qualitative descriptive study explored the experiences non-radiology nurses have caring for interventional radiology patients. Interviews with ten non-radiology nurses in a Canadian hospital provided rich data for analysis. Thematic analysis revealed that these nurses did not receive formal IR education in their nursing curriculum, acquired their knowledge through self-teaching, lacked knowledge about imaging modalities and IR procedures, were impeded to build trusting nurse-patient relationships, and felt ineffective communication disrupted the continuity of care they provided. Addressing professional development needs related to creating interventional radiology education, increasing awareness of the specialty of interventional radiology nursing, and enhancing clinical collaboration is a key recommendation.

Virtual reality in interventional radiology education: a systematic review.

The aim of this study was to compare virtual reality simulation with other methods of teaching interventional radiology. We searched multiple databases-Cochrane Library; Medline (PubMed); Embase; Trip Medical; Education Resources Information Center; Cumulative Index to Nursing and Allied Health Literature; Scientific Electronic Library Online; and Latin-American and Caribbean Health Sciences Literature-for studies comparing virtual reality simulation and other methods of teaching interventional radiology. This systematic review was performed in accordance with the criteria established by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and the Best Evidence Medical Education (BEME) Collaboration. Eligible studies were evaluated by using the quality indicators provided in the BEME Guide No. 11 and the Kirkpatrick model of training evaluation. After the eligibility and quality criteria had been applied, five randomized clinical trials were included in the review. The Kirkpatrick level of impact varied among the studies evaluated, three studies being classified as level 2B and two being classified as level 4B. Among the studies evaluated, there was a consensus that virtual reality aggregates concepts and is beneficial for the teaching of interventional radiology. Although the use of virtual reality has been shown to be effective for skill acquisition and learning in interventional radiology, there is still a lack of studies evaluating and standardizing the employment of this technology in relation to the numerous procedures that exist within the field of expertise.

Diagnostic and Interventional Radiology Case Volume and Education in the Age of Pandemics: Impact Analysis and Potential Future Directions

Rationale and ObjectivesTo assess the immediate impact of the COVID-19 pandemic on Diagnostic and Interventional Radiology education, and to propose measures to preserve and augment trainee education during future crises.Materials and MethodsDiagnostic Radiology (DR) studies and Interventional Radiology (IR) procedures at a single tertiary-care teaching institution between 2015 and 2020 were reviewed. DR was divided by section: body, cardiothoracic, musculoskeletal (MSK), neuroradiology, nuclear medicine, pediatrics, and women's imaging. IR was divided by procedural types: arterial, venous, lymphatic, core, neuro, pediatrics, dialysis, cancer embolization or ablation, noncancer embolization, portal hypertension, and miscellaneous. Impact on didactic education was also assessed. ANOVA, t test, and multiple comparison correction were used for analysis.ResultsDR and IR caseloads decreased significantly in April 2020 compared to April of the prior 5 years (both p < 0.0001). Case volumes were reduced in body (49.2%, p < 0.01), MSK (54.2%, p < 0.05), neuro (39.3%, p < 0.05), and women's imaging (75.5%, p < 0.05) in DR, and in arterial (62.6%, p < 0.01), neuro IR (57.6%, p < 0.01) and core IR (42.6%, p < 0.05) in IR. IR trainee average caseload in April 2020 decreased 51.9% compared to April of the prior 5 years (p < 0.01). Utilization of online learning increased in April. Trainees saw significant increases in overall DR didactics (31.3%, p = 0.02) and no reduction in IR didactics, all online. Twelve major national and international DR and IR meetings were canceled or postponed between March and July.ConclusionDecreases in caseload and widespread cancellation of conferences have had significant impact on DR/IR training during COVID-19 restrictions. Remote learning technologies with annotated case recording, boards-style case reviews, procedural simulation and narrated live cases as well as online lectures and virtual journal clubs increased during this time. Whether remote learning can mitigate lost opportunities from in-person interactions remains uncertain. Optimizing these strategies will be important for potential future restricted learning paradigms and can also be extrapolated to augment trainee education during unrestricted times.

Australian students’ perspective on interventional radiology education: A prospective cross‐institutional study

As interventional radiology (IR) adopts an increasingly pivotal role within therapeutic medicine, it is essential that medical students gain exposure to IR so as future doctors, they can fulfil the growing demand for interventional radiologists (IRs) and make appropriate referrals to IRs. Nonetheless, several international studies have reported no or little representation of IR in medical schools. Our study aims to assess the current awareness, exposure, knowledge and attitudes about IR among Australian medical students, so as to provide preliminary data on whether IR teaching in Australian medical schools needs improvement. A prospective cross-sectional study was conducted via web-based and in-person distribution of a voluntary, anonymous questionnaire. A total of 237 complete responses were received from approximately 1400 clinical-based students (17% response rate); 38% of respondents had never witnessed an IR procedure, 39% witnessed 1-2 and the remainder, 3-5. Few students reported adequate teaching or knowledge in IR (7% and 5% respectively). Of the 32% of the students considering a career in IR, males predominated (25% of females vs. 59% of males, OR=0.48, 95%, CI=0.27-0.83, P=0.008). Most students agree that IR should be in the university curriculum (59%) and is key to improving healthcare (74%). Senior students were more likely to report adequate teaching (P<0.001) and believe that IR teaching is important (P=0.001). Australian medical students have a strong appreciation for IR despite having suboptimal teaching, exposure and knowledge in IR. In order to complement and sustain the rapid uptake of IR techniques in modern medicine, university curricula require a greater focus on IR.

Collaboration Experience Between Association for Radiologic and Imaging Nursing and Nursing Unit in Medical Imaging Department, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia

Nursing in interventional radiology is diverse and multifaceted. This area of specialty nursing has not yet been acknowledged as such or embraced in Canada. Professional development for interventional radiology nurses is lacking with even fewer educational opportunities for non-radiology nurses who care for interventional radiology patients throughout the hospital to develop needed interventional radiology knowledge and related skills. This qualitative descriptive study explored the experiences non-radiology nurses have caring for interventional radiology patients. Interviews with ten non-radiology nurses in a Canadian hospital provided rich data for analysis. Thematic analysis revealed that these nurses did not receive formal IR education in their nursing curriculum, acquired their knowledge through self-teaching, lacked knowledge about imaging modalities and IR procedures, were impeded to build trusting nurse-patient relationships, and felt ineffective communication disrupted the continuity of care they provided. Addressing professional development needs related to creating interventional radiology education, increasing awareness of the specialty of interventional radiology nursing, and enhancing clinical collaboration is a key recommendation.

4:06 PM; Abstract No. 69 - Interventional radiology education early in medical school: is it valuable?

Interventional Radiology (IR) education throughout US medical schools is inconsistent. In a survey by Nissim et al., only 5.5% of medical students have participated in IR rotations . The purpose of this study is to expose MS1 students to IR education and gauge their interest and knowledge of IR pre- and post-exposure.

Educational Exhibit Abstract No. 429 - ■ FEATURED POSTER Time for an intervention? The current state of medical student interventional radiology education

Learning Objectives What is the current state of IR education in medical schools? What trends exist in IR education and how can these trends focus future efforts of IR student education? Background Many have evaluated medical student understanding and perceptions of IR. However, to our knowledge, there has never been a national U.S. survey that assessed the status of IR education on the medical student level. In 2011, members of the IR Medical Student Council (IRMSC), which is housed under the Student and Resident Committee of SIR, sent separate electronic surveys to medical school students and administrators across the U.S. Three reminder surveys were sent with the collection period lasting from 9/2011-2/2012. Clinical Findings/Procedure Details A total of 49 responses were obtained from medical students (n=25) and administrators (n=24) representing 44 unique institutions. Of these responders, 85% (42/49) stated they had a radiology interest group whereas only 12% (6/49) stated they had an IR interest group (IRIG). Moreover, only 24% (12/49) said there is pre-clinical (MSI-II) exposure to IR. Only 8% (2/24) of administrators claimed clinical (MSIII-IV) requirements in IR education. Additionally, 96% (24/25) of students stated that an IR website would be informative. Conclusion and/or Teaching Points There is a paucity of IR-related education at the medical student level. The discordance in the prevalence of the two interest groups and lack of required clinical exposure suggest two areas on which to focus future efforts. The IRMSC is actively forming new IRIGs at institutions around the country. Members are also developing an IR website and Facebook page to meet the demands of the 96% of students who said such a resource would be informative. In addition, with such little IR exposure in the pre-clinical setting, Council members have recruited IRs to give lectures ranging from anatomy to hosting ultrasound-guided procedure workshops. It is important to continue such collaboration in order to ensure an efficient transition between identifying ways to increase IR exposure on the medical school campus and implementing these ideas into tangible educational resources.

An augmented reality simulator for ultrasound guided needle placement training

Details are presented of a low cost augmented-reality system for the simulation of ultrasound guided needle insertion procedures (tissue biopsy, abscess drainage, nephrostomy etc.) for interventional radiology education and training. The system comprises physical elements; a mannequin, a mock ultrasound probe and a needle, and software elements; generating virtual ultrasound anatomy and allowing data collection. These two elements are linked by a pair of magnetic 3D position sensors. Virtual anatomic images are generated based on anatomic data derived from full body CT scans of live humans. Details of the novel aspects of this system are presented including; image generation, registration and calibration.

Interventional Radiology Education

Interventional Radiology Education