Medical Radiology Education Research Articles

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

A Cross-Sectional Study of Graduate Medical Education in Radiological Fellowships using Accessible Content.

Graduate medical education in radiology serves an imperative role in training the next generation of specialists. Given the regularity of virtual interviews, the website of a fellowship programs remains a critical first-line source of information of applicants. The aim of this study is to systematically evaluate 7 radiology fellowship programs utilizing a systematic process. A cross-sectional descriptive 286 graduate medical education fellowship programs in radiology were screened from the Fellowship and Residency Electronic Interactive Database (FREIDA). Extracted data was evaluated for comprehensiveness using 20 content criteria, and a readability score is calculated. The mean comprehensiveness among all fellowship program websites was 55.8% (n=286), and the average FRE among the program overview sections was 11.9 (n=214). ANOVA revealed no statistical significance in program website comprehensiveness between radiology fellowships (P=0.33). The quality of a program's website data continues to serve an important role in an applicant's decision-making. Fellowship programs have improved in their content availability overtime, but content reevaluation needs to be continued for tangible improvement.

New Approaches to Continuing Medical Education in Radiology in the Era of the Internet and Artificial Intelligence: From “Just in Case” to “Just in Time”

New Approaches to Continuing Medical Education in Radiology in the Era of the Internet and Artificial Intelligence: From “Just in Case” to “Just in Time”

A Novel Suggestion to Augment Medical Student Education in Neuroradiology Clerkships

As diagnostic imaging has evolved in complexity, breadth, and capability, the training of future radiologists has advanced in tandem. The past decade has seen radical changes in undergraduate medical education in the radiological sciences. These include several innovations such as the flipped classroom, audience response technology, long-distance or virtual teaching, and promotion of active learning ( 1 Sivarajah RB Curci NE Johnson EM et al. A review of innovative teaching methods. Acad Radiol. 2019; 26: 101-113https://doi.org/10.1016/j.acra.2018.03.025 Abstract Full Text Full Text PDF PubMed Scopus (54) Google Scholar ). Moreover, educators have recommended that radiology clerkships should more closely resemble clinical sub-internships that entrust clinical responsibilities to medical students, in stark contrast to the “radi-holiday” stereotype ( 2 Naeger DM Phelps A Kohi M et al. Reading room electives: say goodbye to the “radi-holiday. J Am Coll Radiol. 2013; 10: 442-448https://doi.org/10.1016/j.jacr.2012.09.023 Abstract Full Text Full Text PDF PubMed Scopus (26) Google Scholar ). It has also been suggested that medical students be taught about the multi-disciplinary impact of imaging on specialties other than radiology ( 3 Lo L Awan OA. To engage or not to engage: a new era for medical education in radiology. Radiographics. 2020; 40: 1830-1831https://doi.org/10.1148/rg.2020200002 Crossref PubMed Scopus (4) Google Scholar ).

Competency-Based Medical Education in Radiology: A Survey of Medical Student Perceptions.

Implementing competency-based medical education in diagnostic radiology residencies will change the paradigm of learning and assessment for residents. The objective of this study is to evaluate medical student perceptions of competency-based medical education in diagnostic radiology programs and how this may affect their decision to pursue a career in diagnostic radiology. First-, second-, and third-year medical students at a Canadian university were invited to complete a 14-question survey containing a mix of multiple choice, yes/no, Likert scale, and open-ended questions. This aimed to collect information on students' understanding and perceptions of competency-based medical education and how the transition to competency-based medical education would factor into their decision to enter a career in diagnostic radiology. The survey was distributed to 300 medical students and received 63 responses (21%). Thirty-seven percent of students had an interest in pursuing diagnostic radiology that ranged from interested to committed and 46% reported an understanding of competency-based medical education and its learning approach. The implementation of competency-based medical education in diagnostic radiology programs was reported to be a positive factor by 70% of students and almost all reported that breaking down residency into measurable milestones and required case exposure was beneficial. This study demonstrates that medical students perceive competency-based medical education to be a beneficial change to diagnostic radiology residency programs. The changes accompanying the transition to competency-based medical education were favored by students and factored into their residency decision-making.

In memory of professor L.S. Rosenstrauch. To the 100th anniversary

The article presents the main stages of life and work of the professor L.S. Rosenstrauch (1918–2016). L.S. Rosenstrauch is the author of more than 300 scientific papers including 10 monographies. The important direction of his scientific works was development of new radiological techniques such as parasternal mediastinography, and development and integration of the domestic contrast agents. L.S. Rosenstrauch intensively engaged in teaching. More than 30 doctoral and more than 60 candidate dissertations were defended under his guidance or consultation. Professor was a honorary member of domestic and foreign societies of radiology, editorial Board member of the “Journal of radiology and nuclear medicine” and the international journal “Radiology – diagnostics”, coeditor of radiological section of the BME. Under his guidance a unified program of postgraduate medical education in radiology was developed.

Teaching and Assessing Professionalism in Radiology: Resources and Scholarly Opportunities to Contribute to Required Expectations

Teaching and assessing trainees' professionalism now represents an explicit expectation for Accreditation Council Graduate Medical Education-accredited radiology programs. Challenges to meeting this expectation include variability in defining the construct of professionalism; limits of traditional teaching and assessment methods, used for competencies historically more prominent in medical education, for professionalism; and emerging expectations for credible and feasible professionalism teaching and assessment practices in the current context of health-care training and practice. This article identifies promising teaching resources and methods that can be used strategically to augment traditional teaching of the cognitive basis for professionalism, including role modeling, case-based scenarios, debriefing, simulations, narrative medicine (storytelling), guided discussions, peer-assisted learning, and reflective practice. This article also summarizes assessment practices intended to promote learning, as well as to inform how and when to assess trainees as their professional identities develop over time, settings, and autonomous practice, particularly in terms of measurable behaviors. This includes assessment tools (including mini observations, critical incident reports, and appreciative inquiry) for authentic assessment in the workplace; engaging multiple sources (self-, peer, other health professionals, and patients) in assessment; and intentional practices for trainees to take responsibility for seeking our actionable feedback and reflection. This article examines the emerging evidence of the feasibility and value added of assessment of medical competency milestones, including professionalism, coordinated by the Accreditation Council Graduate Medical Education in radiology and other medical specialties. Radiology has a strategic opportunity to contribute to scholarship and inform policies in professionalism teaching and assessment practices.

The social media experiment. What is the name of a fifth metacarpal (MC) neck fracture?

Purpose It's our understanding that punch induced fifth MC neck fractures are scrapper's neck fractures; the blow is struck with the wrist flexed. Boxer's neck fractures should be reserved for those involving the second or third MC in athletes who punch with the wrist in a neutral position. 1 Raby N. Berman L. de Lacey G. Accident and emergency radiology: a survival guide. 2nd ed. Elsevier Saunders, Edinburgh2005 Google Scholar , 2 Yochum T.R. Rowe L.J. Essentials of skeletal radiology. 3rd ed. Williams & Wilkins, Baltimore2004 Google Scholar To the authors dismay, many reports call the fifth MC neck fracture a boxer's neck fracture. We aim to clarify the extent of the misunderstanding and be the first to formally present the use of social media to answer a focused clinical question. Methods and materials There is a large community of radiologists and allied health professionals using social media for free online access to medical education in radiology. 3 Pathiraja F. Little D. Social media: the next frontier in radiology. Clinical Radiology. 2015; 70: 585-587 Abstract Full Text Full Text PDF PubMed Scopus (14) Google Scholar An X-ray of a fifth MC neck fracture was posted on Twitter, Instagram, Google and Figure 1, asking for responses with the fracture name. Results We received 96 responses within 24 hours, from 24 countries, with 26 radiologists, 19 radiographers and 22 doctors from other specialties, the remaining were allied health professionals. Of these, 83% stated boxer's neck fracture, only 15% stated scrappers/bar room/street fighters neck fracture, with no link to country or profession. Two responses stated fifth MC neck fracture. Conclusion There is a statistically significant (p = 0.0001) misconception/misnomer both in the UK and internationally that a punch induced fifth MC neck fracture is named a boxer's neck fracture. Social media can be a useful vehicle to answer clinical questions. It's our understanding that punch induced fifth MC neck fractures are scrapper's neck fractures; the blow is struck with the wrist flexed. Boxer's neck fractures should be reserved for those involving the second or third MC in athletes who punch with the wrist in a neutral position. 1 Raby N. Berman L. de Lacey G. Accident and emergency radiology: a survival guide. 2nd ed. Elsevier Saunders, Edinburgh2005 Google Scholar , 2 Yochum T.R. Rowe L.J. Essentials of skeletal radiology. 3rd ed. Williams & Wilkins, Baltimore2004 Google Scholar To the authors dismay, many reports call the fifth MC neck fracture a boxer's neck fracture. We aim to clarify the extent of the misunderstanding and be the first to formally present the use of social media to answer a focused clinical question. There is a large community of radiologists and allied health professionals using social media for free online access to medical education in radiology. 3 Pathiraja F. Little D. Social media: the next frontier in radiology. Clinical Radiology. 2015; 70: 585-587 Abstract Full Text Full Text PDF PubMed Scopus (14) Google Scholar An X-ray of a fifth MC neck fracture was posted on Twitter, Instagram, Google and Figure 1, asking for responses with the fracture name. We received 96 responses within 24 hours, from 24 countries, with 26 radiologists, 19 radiographers and 22 doctors from other specialties, the remaining were allied health professionals. Of these, 83% stated boxer's neck fracture, only 15% stated scrappers/bar room/street fighters neck fracture, with no link to country or profession. Two responses stated fifth MC neck fracture. There is a statistically significant (p = 0.0001) misconception/misnomer both in the UK and internationally that a punch induced fifth MC neck fracture is named a boxer's neck fracture.

The Time Is Now: Revisiting the Case for the 3-Year Radiology Residency

Since the formalization of radiology residency training programs in the post–World War II era, technological advancements in the specialty have coincided with increased training length and emphasis on subspecialization [1,2]. Currently, 95% of radiology residents pursue subspecialty training in the form of a fellowship, typically 1 year in duration [3]. It is no longer a question as to if a resident will pursue a fellowship but a matter of which fellowship and for how many years. Six or more years of graduate medical education in radiology is the norm for trainees and typically the expectation of the practices and departments hiring them.

Continuing medical education in Radiology in South Africa

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Student-Facilitated Radiology-Pathology Correlation Conferences: An Experiential Educational Tool to Teach Multidisciplinary Patient Care

The aim of this study was to provide an experiential educational activity during the fourth-year radiology clerkship through a student-facilitated radiology-pathology correlation conference held as part of the radiology departmental conference to increase students' exposure to the longitudinal, multidisciplinary care of a patient and to enhance undergraduate medical education in radiology, pathology, and oncology. During July 2006, a formal radiology-pathology correlation conference held by medical students was added to the core curriculum for residents and fellows. A total of 141 students, in groups of 3 to 5, collaborated with an attending radiologist to choose an interesting case with radiology and pathology correlation and subsequently met with a fellow or attending physician in the pathology department to review the slides and pathologic diagnosis. A 1-hour departmental conference in the fourth week of the clerkship was devoted to the students' presentations. Formal evaluation was performed from March 2007 to March 2008, through completion of an anonymized questionnaire evaluating the logistics and content of this educational activity. One hundred seventeen students (83%) felt that the session taught them about the longitudinal care of patients. A majority of the students, 118 (84%), preferred the student-facilitated format to a resident-run conference. In addition, 124 (88%) thought that this type of activity should continue to be part of the clerkship, and 119 (84%) thought that this type of exercise would be a valuable addition to other core clerkships. Student-facilitated radiology-pathology departmental conferences are an effective means to provide students an opportunity to integrate imaging into the longitudinal care of patients and to expose students to the multidisciplinary approach to patient care.

Cytopathologist‐performed ultrasound‐guided fine‐needle aspiration and core‐needle biopsy: A prospective study of 500 consecutive cases

In experienced hands, palpation-guided fine-needle aspiration is an excellent diagnostic tool. However, there is a movement toward using imaging guidance to target all masses. This study examines the feasibility of cytopathologist-performed ultrasound-guided FNA (UG-FNA) and ultrasound-guided core-needle biopsy (UG-CNB) of masses in the breast, thyroid, head and neck, and other superficial sites. Between January 8, 2007 and June 28, 2007, 415 consecutive patients with 500 masses that were (1) nonpalpable (2) palpable but sonographically heterogeneous requiring ultrasound guidance to target the abnormal areas, or (3) palpable but located near a structure to be avoided underwent cytopathologist-performed UG-FNA and/or UG-CNB. There were 395 (79%) nonpalpable masses and 105 (21%) palpable masses. The nondiagnostic rate was 1.4%. All cases undergoing both FNA and CNB were diagnostic. With continuing medical education in radiology and ultrasound-guided procedures, training on phantoms, and practice on palpable masses before transition to nonpalpable masses, the author was able to successfully perform UG-FNA/CNB of nonpalpable masses and targeted UG-FNA/CNB of palpable masses. In the hands of the cytopathologist, ultrasound guidance offers a new tool to revitalize and redefine the role of the interventional cytopathologist. A new era in cytopathology and fine-needle aspiration may be on the horizon.

Eine radiologische Fallsammlung mit interaktivem Charakter als neues Element in der studentischen Ausbildung

Evaluation of an interactive, multimedia case-based learning platform for the radiological education of medical students. An interactive electronic learning platform for the education of medical students was built in HTML format independent of the operating system in the context of the Heidelberg Curriculum Medicinale (HeiCuMed). A case collection of 30 common and authentic clinical cases is used as the central theme and clinical background. The user has to work on each case by making decisions regarding a selection of diagnostic modalities and by analyzing the chosen studies. After a reasonable selection and sequence of diagnostic radiological modalities and their interpretation, a diagnosis has to be made. An extensive collection of normal findings for any modality is available for the user as a reference in correlation with the pathology at anytime within each case. The case collection consists of 2053 files with 1109 Internet pages (HTML) and 869 image files (.jpeg) with approximately 10 000 crosslinks (links). The case collection was evaluated by a questionnaire (scale 1 - 5) at the end of the radiological student course. The development of the results of the radiological course exam was analyzed to investigate any effect on the learning performance after the case collection was introduced. 97.6 % of the course participants would use the case collection beyond the radiological student course to learn radiology in their medical studies. The handling of the case collection was rated excellent in 36.9 %, good in 54.6 %, satisfactory in 8 % and unsatisfactory in 0.4 %. 41 % felt that the case collection was overall excellent, 49.2 % good, 7.8 % satisfactory, 1.6 % unsatisfactory and 0.4 % poor. A positive trend in the development of the results in the radiological course exam with less variance after the introduction of the case collection was found but failed statistical significance. A platform-independent, interactive, multimedia learning platform with authentic clinical cases and multiple choice elements for the user is the ideal method for supporting and expanding medical education in radiology. The usefulness and the reasonable exertion of diagnostic modalities are conveyed in a practical context as teaching goals. The high acceptance among students is based on the interactivity and use of multimedia.

Calculating the costs of undergraduate medical education in radiology.

The current stringent financial constraints mandate that radiology departments carefully assess the costs involved in undergraduate medical education. We performed a cost-accounting analysis of the radiology department's participation in an introductory clinical medicine course, which could serve as a methodologic model for realistic cost assessment of any new or existing course. Each day of the 5-week radiology portion of the second-year course consists of 1 hour of lecture and 5 hours of small-group discussions regarding chest, abdominal, and skeletal radiology; neuroradiology; and nuclear medicine. Marginal cost is defined as the additional real cost involved in creating or conducting a course. Opportunity costs represent alternative use of instructional resources. The marginal cost (additional real cost) of providing the course for the first time was $37,475. Subsequent offerings of the course will cost approximately $24,375. Resources expended for any instructional purpose must be weighed in terms of marginal and opportunity costs. It is mandatory that adequate cost analysis for undergraduate education in radiology be developed so that sound choices can be made regarding resource consumption.

MEDICAL EDUCATION IN RADIOLOGY IN SWEDEN.

The remarkable contributions of the Swedish radiologists have had a profound influence on American practice in this specialty. For many American radiologists a period of advanced training in Sweden has much the same appeal as did that in Vienna for the young surgeon at the turn of the century. It seemed appropriate, then, that a comprehensive study of the Swedish training programs in radiology, both undergraduate and postgraduate, might be a worthwhile project in an attempt to ascertain some of the reasons for their success and to bring back for incorporation into our training programs those methods and technics which would improve our teaching and practice. The observations stated here were made for the most part during the period of a year at the Karolinska Institute and Hospital in Stockholm and to a lesser extent during brief visits to the medical schools at Malmö, Lund, Gothenburg, and Uppsala. The programs of education at all these schools are quite similar in philosophy although there may be some difference in format. A comprehensive discussion of radiologic teaching must of necessity include an outline of the organization of the teaching program of the medical student and of the trainee in radiology. Preliminary Education Preparatory education begins at the age of seven years. Students who do not intend to seek higher education remain in the elementary school (Grundskolan) for six years with three years further non-academic training. Those who plan an academic career and have the intellectual ability stay in the Grundskolan for nine years and then proceed to the high school (gymnasium) where they usually spend three years. In physics, chemistry, language, and mathematics these three years are equivalent to two years of college level work. On completion of this schooling, the student is approximately nineteen years of age. If he is to continue his education he must compete successfully in a uniform national examination (student-examen) given by the Royal Board of Schools. This examination, which includes both written and oral portions, is carried out to determine the students' qualifications for entrance into any of the university educational programs. Medical Education Selection for admission to medical school is impersonal, based on the student's examination performance. Approximately 600 are admitted annually to the six medical schools in Sweden. The period required for the medical curriculum is six and a half years if time for military training is deducted. No formal internship is served. The medical curriculum has been outlined in detail by Fogelberg (3) in the Swedish literature and will be only briefly outlined here with emphasis on its radiologic aspects. Each academic year covers a minimum of eight months. The first year includes anatomy, histology, medical statistics, and medical genetics. The second year covers chemistry, physiology, physics, and psychology.