Radiology Education Research Articles

The global radiology classroom: Increasing accessibility to radiology education

The global radiology classroom: Increasing accessibility to radiology education

Teaching Strategies in Interventional Radiology: A Narrative Review of the Literature.

Interventional radiology (IR) is a rapidly developing speciality where innovation-especially in teaching practices-is vital. With workforce and capacity shortages, synthesis of classical educational theories and novel strategies utilising virtual reality (VR) and artificial intelligence (AI) provide opportunities to make teaching as efficient and effective as possible. The aim of this review is to examine the literature on different approaches in IR teaching and learning in undergraduates and postgraduates. Literature was reviewed using a comprehensive search strategy with relevant keywords. Articles were limited to 2013-2023. Databases searched included MEDLINE, Embase, British Education Index and ERIC, in addition to a manual review of references. Of the 2903 unique abstracts reviewed by the authors, 43 were relevant to the purpose of this study. The major pedagogical approaches identified were categorised into the following-traditional master-apprentice mentoring, virtual reality/simulation, physical models, and remote teaching. VR simulations enable practise free from the limits of time and risk to patients, as well as potential for standardised formal curricula. AI has the capability to enhance training simulations and assessment of trainees. With recent events necessitating innovation in online remote teaching, programs that are accessible whilst arguably imparting just as much clinical knowledge as in-person education have now been developed. Mentoring has conventionally been the standard for radiology teaching, however there are now several alternative pedagogical approaches available to the IR community. Acombination of the most effective ideas within each is the optimal method by which IR should be taught.

The state of e-learning in radiology colleges during the COVID-19 pandemic and its future prospects

This study evaluates the existing electronic learning (e-learning) infrastructure in Sudanese academic institutions that offer radiology education during the COVID-19 pandemic with the aim of understanding the extent and effectiveness of e-learning. By employing a descriptive cross-sectional survey from April to August 2021, data was gathered from undergraduate and postgraduate students enrolled in both public and private radiology educational institutions across Sudan. The questionnaire, created in Google Forms and distributed via email, WhatsApp, and Facebook, captured insights into the students' experiences and challenges with e-learning. The findings revealed that power outages and poor internet access were significant barriers, affecting 50% and 27% of respondents, respectively. While 33% of participants were satisfied with e-learning as a pedagogical strategy, 29% believed it hindered the achievement of educational goals. Furthermore, 78% of the respondents felt that e-learning was not suited to all medical specializations, although 46.6% supported the idea of integrating e-learning with traditional classroom instruction. Despite the adoption of e-learning due to the pandemic, students exhibited a preference for the conventional classroom setting, primarily due to challenges related to internet accessibility and the availability of the necessary technological resources. Significant infrastructure improvements and strategic planning are required to maximize the benefits of e-learning in resource-constrained countries.

Advancing radiology education for medical students: leveraging digital tools and resources.

This study evaluates diverse educational resources to address the gaps in diagnostic radiology education for medical students, aiming to identify tools that enhance theoretical knowledge and practical diagnostic skills. Employing a multi-faceted review, we analyzed digital platforms, academic databases, and social media for resources beneficial to medical students in radiology, assessing their accessibility, content quality, and educational value. Our investigation uncovered a broad spectrum of resources, from foundational platforms to advanced simulation tools, varying in their approach to teaching radiology. Traditional resources provide essential theoretical knowledge, while digital tools, including interactive case studies and multimedia content, offer immersive learning experiences. Notably, resources integrating machine learning and social media facilitate dynamic, peer-to-peer learning and up-to-date case discussions. Despite the minimal current focus on VR, its role in enhancing interactive learning is notable. The diversity in educational tools highlights the evolving nature of radiology education, reflecting a shift towards more engaging and practical learning methodologies. Identifying and integrating a variety of educational resources into radiology education can significantly enhance learning outcomes for medical students, preparing them for the complexities of modern diagnostic radiology with a well-rounded educational approach.

Reflections on Australian radiology education: How can we innovate and improve?

Reflections on Australian radiology education: How can we innovate and improve?

Facial trauma education in radiology: using surgeon feedback as the benchmark for success.

Interpreting CT studies of facial trauma is challenging, and there are often substantial differences in the characterization of complex facial trauma between radiologists and surgeons. We designed a collaborative multidisciplinary project to reconcile differences in facial fracture interpretation through an educational intervention. The effectiveness of this intervention was evaluated through surgeon feedback on radiology reports. Radiology residents, neuroradiology fellows, and neuroradiology attendings were recruited as participants at a single tertiary care academic center. Otolaryngology residents were recruited as evaluators. Participants completed surveys and provided preliminary reports for example cases of facial trauma before and after attending an educational session. Evaluators performed a blinded review of these preliminary reports based on ideal reports developed by surgical and neuroradiology attendings. 26 participants (20 residents, 1 neuroradiology fellow, 5 neuroradiology attendings) completed the study. Six otolaryngology residents participated as evaluators. To assess interrater reliability, three evaluators graded a shared set of 15 reports and demonstrated substantial agreement with a Kendall's W of 0.71. Participants demonstrated significant improvement in overall report accuracy, clarity, and organization. In subunit analysis, there were significant improvements in reporting Le Fort, nasoseptal, and nasoorbitoethmoid fractures. No significant improvements occurred in the reporting of upper face, zygomaticomaxillary complex, or mandibular fractures. In contrast, survey analysis demonstrated significantly improved confidence in interpreting trauma involving all facial subunits. Compared with survey results, surgeon assessment of radiology reports better demonstrated areas of improvement after an educational intervention. A multidisciplinary approach to assessing educational efforts may better evaluate the practical effectiveness of educational interventions.

Women in Radiology Education (WIRED): An actionable step towards closing the gender gap in radiology

As the representation of women in medicine has grown and reached parity in some specialties over the past two decades, radiology has not only lagged behind, but has remained stagnant. To strengthen the pipeline, the field must institute policies and practices to retain women in radiology and must effectively recruit and mentor women in medical school to enter the field. Women in medical school who are pursuing radiology, however, often struggle to find women mentors, opportunities for research, leadership, and service, and critically, often struggle to find a community that speaks to their experience. WIRED (Women in Radiology Education) is a student-led group dedicated to community building and advancing radiology mentorship, research, and service opportunities for women in medical school. This step-by-step guide to founding a WIRED chapter with examples of successful chapter events can enable radiology programs to provide targeted mentorship to women in medical school, and ultimately, increase the representation of women in radiology.

A Curricular Review of Radiology Education in a Master of Physician Assistant Studies Program.

Physician assistants/associates (PAs) are expected to be competent in ordering and interpreting diagnostic imaging. However, there are no further details outlining the educational expectations of PAs as it relates to radiology upon graduation. This can result in significant variability in the radiology curricula that PA students are taught and, consequently, hinder PAs' ability to work within their full scope of practice. Therefore, the purpose of this study was to map the radiology curriculum in a Master of Physician Assistant Studies (MPAS) program to elucidate radiological educational training before graduation. Quantitative curricular mapping was used to assess the 2021 to 2022 MPAS program for radiological involvement. Relevant course and session objectives related to radiology education were identified. In addition, educational learning material was reviewed for diagnostic imaging content. Formal radiological training was observed in 8 of 27 courses in the preclinical curriculum, with 4.35% of the total session objectives directed to radiological education. This formal exposure comprises 18.9 hours (1.71%) of curricular time. Informal diagnostic imaging exposure increased radiology education to approximately 29.5 hours (2.67%) of curricular time. One course (Diagnostic Imaging) focuses exclusively on radiology teaching and accounts for approximately 50% of the total radiologic teaching. X-ray ordering and interpretation received the greatest emphasis throughout the curriculum, while ultrasound received the least attention. Further integration of formal radiological education into PA programs should be considered with specific attention directed toward point-of-care ultrasound exposure and ordering/interpretation skills.

Uterine Sarcoma or Degenerating Fibroid? Validating the New Consensus Magnetic Resonance Imaging Algorithm for Evaluating Atypical Uterine Masses.

The aim of the study is to assess the validity of a recently published consensus magnetic resonance imaging (MRI) diagnostic algorithm for differentiating degenerating leiomyomas from uterine sarcomas and other atypical appearing uterine malignancies. Atypical uterine masses on pelvic MRI were identified using a radiology report search engine and teaching files with the keywords "atypical leiomyoma," "atypical fibroid," and "sarcoma." All cases were pathology-proven. Two radiologists blinded to clinical, surgical, and pathologic reports retrospectively and independently reviewed 40 pelvic MRI examinations dated 1/2007-9/2022 to determine whether the masses appeared benign or malignant, using the 2022 consensus atypical uterine mass flow chart. Imaging features assessed included intermediate/high signal intensity (SI) at T2-weighted imaging, high diffusion weighted imaging SI (equal or higher SI than endometrium or lymph nodes on high b value imaging), apparent diffusion coefficient (ADC) value ≤0.905 × 10-3 mm2/s, peritoneal metastases, and abnormal lymph nodes. Among the 40 atypical uterine mass cases reviewed, 24 masses were benign (22 leiomyomas, 1 adenomyoma, and 1 borderline ovarian tumor) and 16 masses were malignant (6 leiomyosarcomas, 6 carcinosarcomas, 2 endometrial stromal sarcomas, 1 high-grade adenosarcoma, and 1 low-grade uterine sarcoma). Sensitivity, specificity, positive predictive value, and negative predictive value of whether a mass was benign or malignant were 75%, 95.8%, 92.3%, and 85% for reader 1, and 81.2%, 91.7%, 86.7%, and 88% for reader 2, respectively. Interrater agreement was strong, with a kappa statistic of 0.89. When excluding nonleiomyosarcoma uterine malignancies, sensitivity and negative predictive value improved to 100%. The new consensus pelvic MRI algorithm for evaluating atypical uterine masses has good specificity, sensitivity, positive predictive value, and negative predictive value for determining malignancy, particularly for uterine sarcomas that are leiomyosarcomas. However, if ADC value is near but not below 0.905 × 10-3 mm2/s, the mass may still be malignant, especially if a b value lower than 1000 is used. If the atypical uterine mass is predominantly endometrial, morphological features on T2 and postgadolinium sequences should guide suspicion, as some atypical appearing nonleiomyosarcoma uterine malignancies may have an ADC value greater than 0.905 × 10-3 mm2/s.

Online radiology teaching for doctors in a university setting: an Australian experience

Online radiology teaching for doctors in a university setting: an Australian experience

Current Status and Challenges in Radiology Education at Traditional Chinese Medicine Colleges

The importance of bridging the gap between traditional Chinese medicine (TCM)'s holistic approach and Western medicine's diagnostic technologies, particularly in the context of medical imaging. In this paper, we discussed the challenges faced by TCM colleges in radiology education in China include philosophical differences, resource constraints, faculty expertise variations, and language and cultural barriers. We advocate for the implementation of multifaceted strategies, such as enhancing the comprehensiveness of the syllabus, optimizing the radiology curriculum, and enriching internship experiences. These measures are designed to elevate the quality of radiology education, enhance student engagement, and improve learning outcomes within TCM colleges.

Canadian Association of Radiologists Statement on Planetary Health Education in Radiology.

The health of Canadians is already impacted by climate change due to wildfire smoke, heat domes, floods, droughts, and the changing distribution of vector borne disease. The healthcare sector contributes to climate change, accounting for approximately 4.6% of annual greenhouse gas emissions in Canada. Healthcare teams have a responsibility and opportunity to reduce harm by limiting emissions and waste, and engaging the public in understanding the planetary health links between clean air and water, a stable climate, a healthy planet and human health. Transformation of Canadian healthcare to a low carbon, climate resilient system will be enhanced by physician engagement and leadership. Cornerstones to physician participation include knowledge of the anthropogenic etiology of the climate crisis, the human health impacts, and the contribution providing healthcare makes to the climate crisis. Integration of climate change knowledge into the Canadian Radiology educational curricula is essential to position radiologists to lead transformative change in mitigation and adaptation of the healthcare system to the climate crisis. This statement is intended to provide guidelines to optimize education and research for current and future Canadian radiologists, and builds on existing planetary healthcare education publications and the Canadian Association of Radiologists Statement on Environmental Sustainability in Medical Imaging.

Emergence of AI-Generated Multimedia: Visionary Physicists in Radiology Reincarnated.

AI-powered multimedia generation technologies, particularly video synthesis through stable diffusion and transformers, offer transformative potential for radiology education, communication, and visualization. This study explores various AI-generated multimedia categories, including image and video generation, as well as voice cloning, with a focus on video synthesis and future possibilities like scan-to-video generation. Utilizing tools such as Midjourney, RunwaymL Gen2, D-ID, and ElevenLabs, we aimed to reincarnate deceased influential physicists in radiology, demonstrating AI's capability to generate realistic content with accessible tools, fostering creativity and innovation in the radiology community. We created 440 images through 110 prompts using image-to-image generation, 22 videos via image-to-video generation, and two videos showcasing text-to-voice and voice cloning techniques from December 1-7, 2023. Realism decreased from image-to-image to image-to-video and voiceover-to-video generations, with the latter requiring adjustments for lip, mouth, and head movements without incorporating facial expressions, eye movement, or hand motions. Potential applications in radiology include improving and speeding up medical 3D visualization, as well as enhancing educational content, information delivery, patient interactions, and teleconsultations. The paper addresses limitations and ethical considerations associated with AI-generated content, emphasizing responsible use and interdisciplinary collaboration for further development. These technologies are rapidly evolving, and future versions are expected to address current challenges. The ongoing advancements in AI-generated multimedia have the potential to revolutionize various aspects of radiology practice, education, and patient care, opening new avenues for research and clinical applications in the field.

Online Learning Resources for Radiology Education: An Educational Perspective

The COVID-19 pandemic significantly disrupted radiology education, leading to a rapid transition from traditional in-person instruction to online learning. This article reviews the innovative digital tools and strategies adopted during this period, such as microlearning, virtual reality, and tablet apps, which were central in maintaining educational quality. While online platforms offered flexibility, accessibility, and global reach, challenges such as the lack of personal interaction and variability in resource quality persisted. The article emphasizes the importance of balancing online and in-person learning and highlights future directions in radiology education, including the integration of Artificial Intelligence (AI) and Virtual Reality (VR) to enhance training. By leveraging these advancements, radiology education can continue to evolve, offering comprehensive and adaptable learning experiences for trainees.

Visualization of spatial dose distribution for effective radiation protection education in interventional radiology: obtaining high-accuracy spatial doses.

In recent years, eye lens exposure among radiation workers has become a serious concern in medical X-ray fluoroscopy and interventional radiology (IVR), highlighting the need for radiation protection education and training. This study presents a method that can maintain high accuracy when calculating spatial dose distributions obtained via Monte Carlo simulation and establishes another method to three-dimensionally visualize radiation using the obtained calculation results for contributing to effective radiation-protection education in X-ray fluoroscopy and IVR. The Monte Carlo particle and heavy ion transport code system (PHITS, Ver. 3.24) was used for calculating the spatial dose distribution generated by an angiography device. We determined the peak X-ray tube voltage and half value layer using Raysafe X2 to define the X-ray spectrum from the source and calculated the X-ray spectrum from the measured results using an approximation formula developed by Tucker et al. Further, we performed measurements using the "jungle-gym" method under the same conditions as the Monte Carlo calculations for verifying the accuracy of the latter. An optically stimulated luminescence dosimeter (nanoDot dosimeter) was used as the measuring instrument. In addition, we attempted to visualize radiation using ParaView (version 5.12.0-RC2) using the spatial dose distribution confirmed by the above calculations. A comparison of the measured and Monte Carlo calculated spatial dose distributions revealed that some areas showed large errors (12.3 and 24.2%) between the two values. These errors could be attributed to the scattering and absorption of X-rays caused by the jungle gym method, which led to uncertain measurements, and (2) the angular and energy dependencies of the nanoDot dosimetry. These two causes explain the errors in the actual values, and thus, the Monte Carlo calculations proposed in this study can be considered to have high-quality X-ray spectra and high accuracy. We successfully visualized the three-dimensional spatial dose distribution for direct and scattered X-rays separately using the obtained spatial dose distribution. We established a method to verify the accuracy of Monte Carlo calculations performed through the procedures considered in this study. Various three-dimensional spatial dose distributions were obtained with assured accuracy by applying the Monte Carlo calculation (e.g., changing the irradiation angle and adding a protective plate). Effective radiation-protection education can be realized by combining the present method with highly reliable software to visualize dose distributions.

Using PACS for teaching radiology to undergraduate medical students

BackgroundTraditional radiology education for medical students predominantly uses textbooks, PowerPoint files, and hard-copy radiographic images, which often lack student interaction. PACS (Picture Archiving and Communication System) is a crucial tool for radiologists in viewing and reporting images, but its use in medical student training remains limited.ObjectiveThis study investigates the effectiveness of using PACS (Picture Archiving and Communication System) for teaching radiology to undergraduate medical students compared to traditional methods.MethodsFifty-three medical students were divided into a control group (25 students) receiving traditional slide-based training and an intervention group (28 students) using PACS software to view complete patient images. Pre- and post-course tests and satisfaction surveys were conducted for both groups, along with self-evaluation by the intervention group. The validity and reliability of the assessment tools were confirmed through expert review and pilot testing.ResultsNo significant difference was found between the control and intervention groups regarding, gender, age, and GPA. Final multiple-choice test scores were similar (intervention: 10.89 ± 2.9; control: 10.76 ± 3.5; p = 0.883). However, the intervention group demonstrated significantly higher improvement in the short answer test for image interpretation (intervention: 8.8 ± 2.28; control: 5.35 ± 2.39; p = 0.001). Satisfaction with the learning method did not significantly differ between groups (intervention: 36.54 ± 5.87; control: 39.44 ± 7.76; p = 0.129). The intervention group reported high familiarity with PACS capabilities (75%), CT principles (71.4%), interpretation (64.3%), appropriate window selection (75%), and anatomical relationships (85.7%).ConclusionPACS-based training enhances medical students’ diagnostic and analytical skills in radiology. Further research with larger sample sizes and robust assessment methods is recommended to confirm and expand upon theses results

Radiology education for medical students: a qualitative exploration of educational topics, teaching methods and future strategies

BackgroundImaging techniques play a central role in modern medicine and therefore it would be beneficial for all medical students to incorporate radiology education in medical school curricula. However, a formal undergraduate radiology curriculum with well-defined learning objectives remains lacking in The Netherlands. This study aims to qualitatively ascertain opinions from clinicians (radiologists and non-radiologists) with regard to radiology education in the medical school curricula, including topics, teaching methods and strategies.MethodsA qualitative study with in-depth semi-structured interviews was conducted. Inclusion was carried out until saturation was achieved, after which 2 additional interviews were held. Interviews were conducted using open-ended questions, following a predefined topic list. The constant comparative method was applied in order to include new questions when unexpected topics arose during the interviews. All interviews were transcribed verbatim and coded using a thematic analysis approach. Codes were organized into categories and themes by discussion between the researchers.ResultsForty-four clinicians were interviewed (8 radiologists, 36 non-radiologists). The three main themes that were derived from the interviews were: (1) expectations of indispensable knowledge and skills on radiology, (2) organization of radiology education within the medical curriculum and (3) promising educational innovations for the radiology curriculum. The qualitative study design provides more in-depth knowledge on clinicians’ views on educational topics.ConclusionsThe themes and statements of this study provided new insights into educational methods, timing of radiology education and new topics to teach. More research is needed to gain consensus on these subjects and inclusion of the opinion of medical students with regard to radiology education is needed.

Virtual Reality Simulation-Based Training in Image-Guided Breast Intervention in Low- and Middle-Income Countries.

Online education has revolutionized global radiology education for low- and middle-income countries (LMICs). However, procedures requiring hands-on training, such as breast biopsies, are primarily taught through in-person sessions and patient interaction. Virtual reality (VR) offers an immersive way to simulate these sessions remotely. This Viewpoint presents an experience with an ultrasound-guided breast biopsy VR platform that may allow radiology residents in LMICs to practice breast interventions and provide all trainees with shared procedural experiences.

Beyond milestones and percentiles: Revisiting non-cognitive and non-interpretive skills in radiology

While there is no precise formula for a great radiology resident, certain attributes and achievements may herald success during training. We briefly review prior works exploring predictive factors and evaluation metrics of top resident performance, noting that those focusing on non-cognitive attributes are over twenty years old. As radiology practice and education has substantially evolved in the interim, we revisit this topic from a contemporary perspective. Inspired by the literature and our own personal experiences, we suggest that the following non-cognitive traits are invaluable for radiology trainees: communication expertise, workplace adaptability, self-awareness, tech savvy and genuine interest in one's individual work and greater community. These characteristics should be highlighted by applicants, sought by selection committees, cultivated by mentors, evaluated by programs and valued by colleagues.

A Virtual Multi-institution Pediatric Radiology Peer Teaching Conference Improves Knowledge of Educators

Rationale and ObjectivesMedical education led by peers and near-peers has been shown to benefit both teachers and learners and can be successfully incorporated into radiology education. The authors created a virtual, multi-institution pediatric radiology conference employing peer and near-peer teaching with the goals of improving radiology knowledge and enhancing the educational experience of radiology trainees. Materials and MethodsTwo radiology residency programs implemented a common pediatric radiology curriculum and joint quarterly virtual peer teaching conference. Conferences featured short teaching sessions led by six to ten radiology trainees and were facilitated by attending pediatric radiologists. Knowledge assessments (KA) consisting of multiple-choice questions inspired by conference learning objectives were sent to peer educators before the conference (pre-conference), directly after the conference (immediate post-conference), and three months after the conference (delayed post-conference). Surveys were distributed to peer educators immediately after conferences to assess conference reception and solicit feedback. Quantitative data was analyzed using ANOVA, Kruskal-Wallis test, and post-hoc Tukey HSD test. ResultsFour conferences featured 33 peer educators consisting primarily of first-year (60.6 %), second-year (18.2 %), and third-year (15.2 %) radiology residents. Compared to pre-conference scores, immediate post-conference scores were significantly increased (HSD 13, p = 0.02) and delayed post-conference scores were increased without statistical significance (HSD 5.8, p = 0.29). Almost all survey respondents perceived the conferences as helpful, well-organized, and effective in teaching pediatric radiology. A majority of participants expressed interest in participating in future peer teaching radiology conferences. ConclusionA virtual pediatric radiology peer and near-peer teaching conference held between two radiology residencies improved short-term radiology knowledge of educators and was highly received.