Medical Imaging Teaching Research Articles

Enhancing medical imaging education: integrating computing technologies, digital image processing and artificial intelligence.

The rapid advancement of technology has brought significant changes to various fields, including medical imaging (MI). This discussion paper explores the integration of computing technologies (e.g. Python and MATLAB), digital image processing (e.g. image enhancement, segmentation and three-dimensional reconstruction) and artificial intelligence (AI) into the undergraduate MI curriculum. By examining current educational practices, gaps and limitations that hinder the development of future-ready MI professionals are identified. A comprehensive curriculum framework is proposed, incorporating essential computational skills, advanced image processing techniques and state-of-the-art AI tools, such as large language models like ChatGPT. The proposed curriculum framework aims to improve the quality of MI education significantly and better equip students for future professional practice and challenges while enhancing diagnostic accuracy, improving workflow efficiency and preparing students for the evolving demands of the MI field.

Implementation and analysis of clinically-relevant anatomy imaging for first-year dental students.

Radiographic imaging interpretation is a central competency of the dental profession. Previous research has determined that radiographic interpretations vary across dentists. In addition, the efficacy of empirical learning within the realm of medical imaging analysis remains understudied. This project aimed to improve an existing anatomy curriculum as well as students' radiographic interpretation skills via implementation of medical radiographic case studies with scaffolded exercises. Three medical imaging activities were developed by the authors and presented in the anatomy laboratory for 60 first-year dental students. Each module included identical pre-activity and post-activity questionnaires, radiographic images with corresponding lesson plans, and open-response questions on the activity's valuable and challenging components. Pre-activity and post-activity questionnaire scores were compared via a Wilcoxon signed rank test. Kruskal-Wallis tests were conducted to determine the impact of previous anatomy experience and previous medical imaging experience on student performance. Thematic analysis was applied to open response comments. A statistically significant improvement in questionnaire scores was observed in the first medical imaging activity. No significant change in scores was observed for the other two activities. Students valued the activities' interactive structure, review of course material, and application to the dental profession. Students reported challenges in radiographic image interpretation and lack of previous knowledge on course concepts. While medical imaging activities failed to consistently improve student-learning outcomes, they introduced skill development in radiographic analysis and increased student confidence. These findings suggest a need for additional research on experiential methodologies within medical imaging education.

The perceptions and willingness of radiographers to extend their roles and become reporting radiographers in Abu Dhabi, the United Arab Emirates (UAE)

IntroductionThere has been an increase in the need for diagnostic imaging services globally, which is faster than the capacity of radiologists. The current workforce model is not sustainable due to the predicted aging of the population and the contraction of the healthcare workforce. By extending the role of radiographers to a specific range of radiological reporting tasks. It may be possible to meet demand and relieve some pressure on radiologists and increase radiographer satisfaction and retention. The purpose of this study is to investigate the perceptions, and willingness of the Abu Dhabi radiographers to extend their role as reporting radiographers in skeleton radiography. MethodsA cross-sectional study was conducted among radiographers in the UAE. The on-line questionnaire was designed to obtain demographic information about radiographers, their qualifications, their professional experience, their postgraduate training, their plans for professional development, as well as their interest in future career opportunities related to extended roles. ResultsThis study had a response rate of 50% (n = 60). The government sector accounted for 75.3% of the survey's participants, while the private sector accounted for 24.7%. The main gains for role advancement were identified by 58.3% of the participants who were confident to start interpreting the upper and lower extremities in the emergency room (ER), and 86.3% were willing to be reporting radiographers. ConclusionIn conclusion, the Abu Dhabi radiographers are willing to extend their role in the interpretation of general X-ray images of skeletons. Implications for practiceCurriculum development in radiography and medical imaging education jointly with licensing health authority bodies is required to plan for the new radiographer reporting role.

Application of artificial intelligence-assisted image diagnosis software based on volume data reconstruction technique in medical imaging practice teaching

BackgroundIn medical imaging courses, due to the complexity of anatomical relationships, limited number of practical course hours and instructors, how to improve the teaching quality of practical skills and self-directed learning ability has always been a challenge for higher medical education. Artificial intelligence-assisted diagnostic (AISD) software based on volume data reconstruction (VDR) technique is gradually entering radiology. It converts two-dimensional images into three-dimensional images, and AI can assist in image diagnosis. However, the application of artificial intelligence in medical education is still in its early stages. The purpose of this study is to explore the application value of AISD software based on VDR technique in medical imaging practical teaching, and to provide a basis for improving medical imaging practical teaching.MethodsTotally 41 students majoring in clinical medicine in 2017 were enrolled as the experiment group. AISD software based on VDR was used in practical teaching of medical imaging to display 3D images and mark lesions with AISD. Then annotations were provided and diagnostic suggestions were given. Also 43 students majoring in clinical medicine from 2016 were chosen as the control group, who were taught with the conventional film and multimedia teaching methods. The exam results and evaluation scales were compared statistically between groups.ResultsThe total skill scores of the test group were significantly higher compared with the control group (84.51 ± 3.81 vs. 80.67 ± 5.43). The scores of computed tomography (CT) diagnosis (49.93 ± 3.59 vs. 46.60 ± 4.89) and magnetic resonance (MR) diagnosis (17.41 ± 1.00 vs. 16.93 ± 1.14) of the experiment group were both significantly higher. The scores of academic self-efficacy (82.17 ± 4.67) and self-directed learning ability (235.56 ± 13.50) of the group were significantly higher compared with the control group (78.93 ± 6.29, 226.35 ± 13.90).ConclusionsApplying AISD software based on VDR to medical imaging practice teaching can enable students to timely obtain AI annotated lesion information and 3D images, which may help improve their image reading skills and enhance their academic self-efficacy and self-directed learning abilities.

Exploring the Application of the Artificial-Intelligence-Integrated Platform 3D Slicer in Medical Imaging Education.

Artificial Intelligence (AI) has revolutionized medical imaging procedures, specifically with regard to image segmentation, reconstruction, interpretation, and research. 3D Slicer, an open-source medical image analysis platform, has become a valuable tool in medical imaging education due to its integration of various AI applications. Through its open-source architecture, students can gain practical experience with diverse medical images and the latest AI technology, reinforcing their understanding of anatomy and imaging technology while fostering independent learning and clinical reasoning skills. The implementation of this platform improves instruction quality and nurtures skilled professionals who can meet the demands of clinical practice, research institutions, and technology innovation enterprises. AI algorithms' application in medical image processing have facilitated their translation from the lab to practical clinical applications and education.

Factors influencing final year radiography students' intention to pursue postgraduate education in medical imaging

IntroductionPostgraduate education in medical imaging is an important platform that can support in preparing radiographers for the role extension and advancement in radiography. Thus, this study aims to identify the factors influencing final year radiography students' intention to pursue postgraduate education in medical imaging. MethodsAn online cross-sectional survey was conducted among final year students in medical imaging programs from six institutions in Malaysia. Purposive convenience sampling has been employed. Data collection was related to students' interest in postgraduate study and possible factors that may affect students' intention to pursue postgraduate education after study degree completion. The questionnaire was a combination of a Likert Scale and open-ended question. ResultsA total of 148 (female, n = 132 and male, n = 16) responses were included in the analysis. Among the participants, n = 93 (62.8 %) of students intended to pursue study. The highest choice of study was mixed mode (41.9 %) and cardiac imaging was the field of choice by the students (22.3 %). Five factors have been found to significantly correlate with the students' intention to pursue postgraduate study in medical imaging which were student attributes, being an academician, remuneration, finance, and social influences (p < 0.05). Two factors that did not significantly correlate with the students' intention were being an expert in the field and Covid-19 (p > 0.05). ConclusionFive out of seven factors tested were found to significantly influence students’ decision to pursue postgraduate education in medical imaging. Effective strategies based on the influencing factors should be strategized to encourage more students to pursue postgraduate education in medical imaging. Implications for practiceImplementation of effective strategies based on the influencing factors will improve access to education among radiography students, ultimately enhancing future radiographers' capability and competency.

Medical Imaging Student's Assessment on Radiation Protection in Clinical Training

This study evaluates pre- and post-clinical training radiation protection awareness and knowledge among medical imaging students. A cross-sectional study of 120 medical imaging students from Malaysian public universities was undertaken. The survey is based on the developed Healthcare Professional Knowledge of Radiation Protection (HPKRP) scale. There was a significant difference between the pre and post-clinical training students in their awareness of radiation protection but no difference in other radiological knowledge. Therefore, clinical training remained a fundamental component of medical imaging education for students to gain the skills and understanding of appropriate radiation protection procedures.

Application Research of Medical Imaging Practical Teaching Based on Virtual Simulation Teaching Platform

Objective: To explore the application effect of virtual simulation teaching platform in the practical teaching of medical imaging. Methods: A total of 97 students majoring in medical imaging technology of class 2022 were selected and divided into two groups according to the random number method: control group (n = 48) and observation group (n = 49). The observation group was under the practical teaching mode based on the virtual simulation teaching platform, while the control group was under the traditional multimedia teaching mode. Questionnaire survey and teaching assessment were carried out after the teaching period, and the application effects of the two teaching modes were compared. Results: The reading and theoretical scores of the students in the observation group were significantly higher than those of the students in the control group (P &lt; 0.01); there were statistically significant differences in the results of the questionnaire survey (improved learning interest, improved language expression, improved ability to comprehensively analyze problems, and improved teamwork awareness) between the two groups of students (P &lt; 0.05); the students in the observation group were markedly more satisfied with the teaching content, teaching methods, and teaching quality than the students in the control group (P &lt; 0.05). Conclusion: The medical imaging practical teaching mode based on virtual simulation platform not only helps improve students’ theoretical understanding and practical ability in medical imaging technology, but also improves students’ learning interest, language expression ability, ability to comprehensively analyze problems, communication skills, teamwork awareness, and satisfaction with the teaching content, teaching methods, and teaching quality. Therefore, it has wide application value in medical specialty education.

Application Analysis of Virtual Simulation Experiment Combined with Picture Archiving and Communication System in the Practical Teaching of Medical Imaging

Objective: To explore the application effect of virtual simulation experiment combined with picture archiving and communication system (PACS) in medical imaging practical teaching. Methods: 97 students from the medical imaging class of 2022 were divided into two groups; the control group (n = 48) was taught by the traditional teaching method, whereas the research group was taught by virtual simulation experiment combined with PACS (n = 49). The teaching achievements and teaching effects of the two groups were compared to define the advantages of the two teaching modes. Results: Initially, there were no significant differences in the basic theory, image analysis, report writing, and differential diagnosis scores between the two groups of students (P &gt; 0.05); however, after 16 weeks of teaching, the scores of the research group were better than those of the control group (P &lt; 0.05); the pass rate of students in the study group (93.88%) was higher than that in the control group (81.25%); the scores of students in the research group in terms of clinical inquiry skills, X-ray/computed tomography/magnetic resonance imaging (X-ray/CT/MRI) operation skills, and doctor-patient communication skills were significantly higher than those in the control group (P &lt; 0.05). Conclusion: In medical imaging practical teaching, the application of virtual simulation experiment combined with PACS can effectively address several problems in the traditional teaching mode, including the single teaching method, the single teaching content, and the lack of innovation, and, at the same time, improve students’ basic theoretical knowledge, X-ray/CT/MRI operation skills, consultation skills, and doctor-patient communication skills, thereby effectively improving the teaching quality and learning effect.

Implications of COVID-19 on the Teaching and Learning of Undergraduate Medical Imaging Students.

To preserve public health and prevent the spread of COVID-19, academic institutions curtailed face-to-face instruction and learning after the outbreak. The traditional techniques for education were modified, and new ways of instructing students were implemented. It presented a number of difficulties for the educational system, particularly for universities offering healthcare education. Therefore, the aim of this research was to look into how COVID-19 affected the teaching and learning of undergraduate medical imaging students. The ScienceDirect, Oxford University Press Journals, Cambridge University Press Journals, and Taylor & Francis Online databases were searched, and a total of 14 papers met the inclusion and exclusion criteria and were selected for further analysis. The literature was analyzed using a thematic approach, with recurring themes brought to light. The effects of COVID-19 on medical imaging education includebut are not limited to the more rapid adoption of online education and new approaches to assessing and guiding students. Online teaching for medical imaging students influenced their learning environment, interaction, and motivation. The new COVID-19 safety requirements and procedures in hospitals have profoundly impacted clinical practice. Additionally, students' research activities were also affected. We anticipate that the findings of this study will enable us to be better equipped to assist students in comparable circumstances in the future.

Online Clinical Briefing for Radiologic Technology Students in Covid-19 Pandemic Outbreak: Efficiency, Application, and Feedback of Students.

To evaluate students' satisfaction and efficacy of online clinical briefing for radiologic technology students. The study aimed to evaluate the efficiency, the possibility of application, and students' feedback with the new form of clinical briefing during the COVID-19 pandemic outbreak. A cross-sectional survey was conducted on 120 full-time radiologic technology students after participating in online clinical briefing sessions at the Department of Radiology, Hue University of Medicine and Pharmacy Hospital. This training approach was implemented for students from April to July 2021. During the briefing, participants were asked to discuss on cases that were prepared by the previous on-duty nightshift students with the consultant of the senior staff. The discussion focused on the technical aspects, challenges, and clinical implementation of each technique. Descriptive statistics were used to analyze the responses of students using the Likert scale (1. Complete disagree, 2. Disagree, 3. Satisfy, 4. Partial agree, 5. Complete agree). Our findings show that 76.5% of students were very satisfied and/or satisfied with the online clinical briefing. In particular, the mean score for satisfaction with teaching resources and platforms, and assessment tools were 4.21; less fear in giving feedback than on-site briefings were 3.57; satisfaction with faculty accessibility and availability in giving feedback as well as answering questions for students was 4.29; satisfaction with student's performance and final grade was 3.55. 94.2% of students were willing to continue studying online during the COVID-19 breakout or similar circumstances. Online clinical briefing is an appropriate teaching approach during a prolonged COVID-19 breakout. However, it cannot completely replace traditional teaching methods in providing essential clinical skills for radiologic technology students due to the unique characteristics of medicine and medical imaging teaching which require a substantial amount of clinical practice.

The Paradigm Shift in Medical Imaging Education and Training in Europe

The main goal of this literature review is to discuss the emerging trends, challenges and opportunities in the field of medical imaging education in Europe due to the Covid-19 pandemic scenario that forced the remodeling of the teaching and learning process. A bibliographic search was carried out in the main databases and from resources available in scientific and professional associations in Europe. Exclusion criteria included articles without contributions on distance learning or active learning. Education and training in medical imaging field had to readapt and the usual opportunities for medical imaging and radiotherapy (MIR) students to learn in person in the classroom, lab and clinical settings, had to be quickly transformed into distance learning opportunities. Thus, online education became a pedagogical shift from traditional method to the modern approach of teaching and learning from classroom to Zoom, from personal to virtual and from seminars to webinars, leading to the emergence of innovative teaching models. Moreover, student-centered strategies such as flipped classroom and game-based learning have been recently applied in health professions education with positive and very promising results. In conclusion, due to the pandemic crisis, MIR educators and students find themselves in the situation where they felt compelled to embrace the digital academic experience, allowing the progressive innovation of e-learning. In this context, game-based learning appears to be effective for improving knowledge, skills, attitudes and satisfaction and should be considered as a potential systematic tool in the field of medical imaging education. Therefore, preparedness of radiographers depends on the application of effective training and education methodologies that allows excellent clinical performance and maintaining high quality and safety standards, both through undergraduate course and continuous professional development.

Medical imaging education opportunities for junior doctors and non-radiologist clinicians: A review.

Medical imaging plays a critical role in clinical decision-making across disciplines, and as such, there is frequent need for non-radiologist clinicians to interact with medical imaging. This review examines the literature about the delivery of medical imaging education to non-radiologist clinicians, spanning junior doctors, advanced trainees and specialists. Knowledge of medical imaging among non-radiologist clinicians is paramount to the quality of patient care, with calls for formal implementation of radiology education into non-imaging specialty training programmes. Overall, there is a demand across non-imaging disciplines for greater formalised medical imaging education. Concerns are raised that too great a reliance on informal methods of teaching radiology, for example in ward settings, results in greater variation in the quality and volume of educational opportunities and risks the perpetuation of erroneous attitudes and practices. The evolution of the medical imaging workplace and increasing utilisation of remote reporting has distanced the collaborative relationship between radiologists and their non-imaging colleagues, diminishing opportunities for ad hoc learning and engagement in larger formalised educational collaborations. Ideally, radiologists should be directly involved in the development and delivery of medical imaging education to post-graduate doctors to not only benefit patient care but also foster inter-specialty relationships and respect. Evidence supports the value of structured radiological teaching opportunities, including tutorials, lectures and electronic resources, in improving medical imaging skills among non-radiologist clinicians. There is wide scope for growth in the e-learning arena to address this demand for quality and accessible imaging education for our non-radiology colleagues.

Practical Analysis of Integrated Multimedia Technology in Medical Imaging Teaching

With the innovation of multimedia technology, a new technology, penetrating deeply into all levels of society, the current education ecosystem will usher in a huge historic change. However, the course of medical imaging is abstract and requires a long time and many times of practice, so it is better to cooperate with multimedia technology for teaching. Based on this, the author of this paper discusses the practice of integrating multimedia technology in medical imaging teaching.

Application of 3D modeling and fusion technology of medical image data in image teaching

BackgroundWe combined anatomy with imaging, transformed the 2D information of various imaging techniques into 3D information, and form the assessment system of real medical imaging cases in order to make up for the deficiencies in the current teaching of the medical imaging technology students.MethodsA total of 460 medical imaging students were selected and randomly divided into two groups. The research group received the teaching of the fusion of the original CT and MR data 3D model and the original image combined with 3D anatomical image. CT and MRI data are imported through load DICOM of 3D slicer. Different tissues and organs are segmented by threshold and watershed algorithm of segment editor module. Models are exported through export / import models and label maps in segmentation. Save the NHDR file of the original data and Obj file of the corresponding model through save the NHDR and corresponding Obj files are loaded into probe 1.0 software. The software can give different colors to the three-dimensional models of different organs or tissues to display the stereo models and related data, and display the hook edges of organ models on coronal, sagittal and axial images. At the same time, annotation can be established in the corresponding anatomical position. Finally, it can be saved as a single file of Hwl, and the teaching can be opened at any time through the program of probe 1.0. Statistical analysis Academic self-efficacy scale and Self-directed learning ability scale was adopted by self-directed learning evaluation scale between two groups.ResultsCompare the theoretical scores and case analysis scores of the two groups. The scores of the study and control groups were significantly higher than those of the control group. Before the experiment, no significant difference was detected in the self-efficacy of learning ability and learning behavior between the two groups, while after the experiment, these differences between the two groups were statistically significan. Moreover, the learning ability self-efficacy and learning behavior of the two groups of students after the experiment was significantly higher than that before the experiment. The self-efficacy of the learning behavior of the control group was higher after the experiment than that before the experiment, albeit the difference was not statistically significant.ConclusionsThe modern, information-based and humanized experimental teaching mode will be constantly improved under the support of PACS system in order to optimize the medical imaging teaching activities for the development of modern medical education.

“雨课堂”教学方法在医学影像学本科教学中的应用价值

“雨课堂”教学方法在医学影像学本科教学中的应用价值

Construction of human-computer dialogue teaching and examination system for medical imaging under the guidance of post competence

With the rapid development of medical imaging technology, there are many corresponding kinds of medical images. The traditional teaching and examination mode based on typical images cannot meet the needs of medical imaging teaching. Therefore, we took the post competence of medical imaging students as the guidance, integrated multidisciplinary medical image resources, and established the human-computer dialogue teaching and examination system for medical images. The system was applied to medical imaging teaching and examination, achieving the standardization and clinical simulation of teaching and examination, and effectively improving the post competence of students. Key words: Medical imaging; Post competency; Human-computer dialogue; Examination

Simulation of Image-Guided Intervention in Medical Imaging Education

Introduction/BackgroundMedical imaging education programs across Europe, despite their variability, include clinical practice as a guarantee of quality because learning in a clinical context is more effective and allows for constructive qualification of students. Learning in a clinical simulation context is a strategy to promote simulated clinical experience and assure patient safety. In this work, a learning experience, consisting of simulating a pacemaker implantation, implemented over 3 years with students pursuing the Medical Imaging and Radiotherapy degree at the University of Aveiro was evaluated. MethodsA pacemaker implantation simulation with fluoroscopic support was performed with students (third year) pursuing the Medical Imaging and Radiotherapy degree at the Simulation Centre of our institution over 3 years (2016, 2017–2018), addressing all the simulation phases. An operating theater, video recording system, high-fidelity full-body manikin with remote control and monitoring, anesthesia, and fluoroscopic C-arm imaging equipment were used for the simulation. After the simulation activity, students completed a questionnaire evaluated the importance of this learning experience for their educational process. ResultsOverall, the mean score results were consistent, even considering the three independent groups (one for each academic year). Students considered this experience valuable for their education, strongly agreeing that the simulation environment helped their learning process and allowed them to acquire, consolidate, and deepen knowledge. Furthermore, they considered that it impressed on them the necessity to continue to improve their learning, and that they would like to participate in other simulation scenarios. Discussion/ConclusionThis simulation activity was a valuable experience for the learning process of the students because it facilitated the acquisition and consolidation of knowledge. It also allowed the students to be aware of the importance of being engaged in their own education. The results were highly consistent over the 3 years, reinforcing the positive feedback from this experience.

虚拟仿真技术在医学影像学教育中的探索

虚拟仿真技术在医学影像学教育中的探索

Computer-aided detection tool development for teaching chest radiograph pattern recognition to undergraduate radiography students: A context needs and capability analysis.

BackgroundMedical imaging (MI) education has experienced a shift aligned with the advances in technology and the role played by radiographers in pattern recognition. This has led to increased use of technology-enhanced teaching and simulated learning approaches (e.g. computer-aided detection [CAD] tools) which also support the increasing requirement to develop pattern-recognition skills at undergraduate level. However, the development of these approaches need to be explored and planned carefully to be context-relevant.AimThe aim of this study was to explore and describe the need for and capability of a CAD tool for teaching chest radiography pattern recognition in an undergraduate radiography programme.SettingThe setting was a university that offers MI education.MethodThe study employed a qualitative descriptive design with an interpretive research paradigm. Purposive sampling was used to recruit information-rich participants for a focus group interview. Information-rich participants were considered to be those who were involved in teaching clinical skills, such as those required in pattern recognition, to radiography students. Data were transcribed verbatim and analysed in a step-by-step approach.ResultsThree main themes emerged: (1) a structured approach to enhance implicit skills is critical in the CAD tool design; (2) an authentic tool which is able to simulate real-world experiences in image analysis is essential; and (3) a tool which encourages self-directed learning using a wide variety of pathological conditions would be ideal.ConclusionThe results of this study are essential in guiding radiography educators in designing CAD tools for teaching chest radiography pattern recognition.