Radiology Education Research Articles

Impact of the use of active methodology on the performance of undergraduate radiology students

Rationale and objectivesAlthough PBL is widely used in several countries, especially in medicine courses, its application in teaching other higher education courses, which involve fundamentals applied to radiology, is still little explored. Therefore, we aim to evaluate the implementation of Problem-Based Learning (PBL) in a higher education institution's radiology and biomedicine technologist course, focusing on specific radiology-related disciplines. Materials and methodsAn interventional study was developed with 78 students. An active methodology model was created and implemented for one of the groups of participants. At the beginning of each semester, students of both groups were evaluated with pre-tests. At the end of the semesters, the students performed a post-test and a validated evaluation of the discipline methodology. Repeated measures generalized linear regressive models with robust error estimators were used to evaluate test outcomes. ResultsA significant interaction among the methodologies was found (p=0.020), with better results from students exposed to the active methodology (initial and final grades were 7.18 and 7.57 in the active methodology, respectively, and 7.45 and 6.89 in the traditional methodology, respectively). In addition, students' evaluation regarding the quality of the methodology was favorable to the active methodology with statistical significance (p<0.05) in 16 of the 22 items evaluated. ConclusionsThe students' positive response and performance were attributed to the interaction and innovation of the methodology compared to conventional methods, highlighting the effectiveness of PBL in higher education in radiology and its potential for more participatory and contextualized learning.

Students' and junior doctors' perspectives on radiology education in medical school: a qualitative study in the Netherlands.

Modern medicine becomes more dependent on radiologic imaging techniques. Over the past decade, radiology has also gained more attention in the medical curricula. However, little is known with regard to students' perspectives on this subject. Therefore, this study aims to gain insight into the thoughts and ideas of medical students and junior doctors on radiology education in medical curricula. A qualitative, descriptive study was carried out at one medical university in the Netherlands. Participants were recruited on social media and were interviewed 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. Codes were organized into categories and themes by discussion between researchers. Fifteen participants (nine junior doctors and six students) agreed to join. From the coded interviews, four themes derived from fifteen categories arose: (1) The added value of radiology education in medical curricula, (2) Indispensable knowledge on radiology, (3) Organization of radiology education and (4) Promising educational innovations for the radiology curriculum. This study suggests that medical students and junior doctors value radiology education. It provides insights in educational topics and forms for educational improvement for radiology educators.

Effectiveness of Online Interactive Education in Dental Radiology

This study aimed to assess the effectiveness of an interactive education approach in oral and maxillofacial radiology for dentists, utilizing the online interactive educational program Mentimeter. Seven continuing education sessions for dentists in oral and maxillofacial radiology were conducted employing Mentimeter. Following these sessions, surveys gauged participants' responses to the learning method and its effectiveness. The questionnaire comprised 20 questions categorized into convenience, active learning, academic achievement, time management, and lecture quality. Among about 300 participants, 222 responded to the survey, with 74 (33.3%) having prior experience in similar education. Across categories of active learning, academic achievement, and lecture quality, participants consistently rated the method with an average score exceeding 4 out of 5, indicating a highly positive response. Statistically significant gender differences were observed in 9 out of 20 questions, with female respondents providing more positive evaluations than males. Respondents without prior similar education reported enhanced focus and understanding compared to those with experience. No statistically significant differences were observed in other survey questions. In the realm of continuing education in oral and maxillofacial radiology for dentists, the interactive educational program Mentimeter emerges as an effective tool, fostering positive academic achievements through active learning.

Radiation and Radiation Protection Awareness among Medical Imaging Program Students

With the technological developments in the field of health, the use of radiation in medicine is increasing day by day. The radiation awareness of healthcare personnel working in radiation is also very important in terms of both their own protection and the protection of patients from radiation. The aim of this study is to reveal the level of knowledge about radiation and radiation protection of students from Çanakkale Onsekiz Mart University Vocational School of Health Services, which provides Medical Imaging and Radiology education in Çanakkale province, who are doing practice/internship/skill training in diagnostic radiology units of hospitals and whether this awareness differs according to various individual and demographic characteristics. For this purpose, a questionnaire including both demographic characteristics and the scale was applied to 189 university students to obtain the data set. For the statement "I have knowledge about X-rays", 3.2% of the 1st grade students strongly disagreed, 8.4% were undecided, 69.5% agreed, 4.2% disagreed and 14.7% strongly agreed, while 1.1% of the 2nd grade students strongly disagreed, 2.1% were undecided, 75.5% agreed and 20.1% strongly agreed (p=0.04). In general, no difference was found between the 1st and 2nd grades when the level of knowledge about radiation and radiation protection was evaluated. In order to reinforce the topics related to radiation, it would be useful to repeat the topics frequently in the courses and to prepare current presentations by experts in the field and to present them as seminars within the scope of in-service training for both students and Radiology Technicians professionally.

Case-Based Collaborative Learning in Undergraduate Radiology Teaching—Are Essential Conditions for Group Discussions Met?

BackgroundDelivering case-based collaborative learning (cCBL) at scale using technology that both presents the clinical problem authentically and seeks to foster quality group discussion is a challenge, especially argumentation which is critical for effective learning. The aim of this study was to investigate the presence of essential conditions to capitalise on a technology-enhanced cCBL scenario for teaching radiology and facilitating quality group discussion. MethodsA questionnaire was administered to 114 fourth-year medical students who completed a technology-enhanced cCBL scenario for teaching neuroradiology. It consisted of individual online pre-class work and face-to-face in-class work, where group discussion followed individual work at a workstation. Items from the ‚Heedful Interrelating in Collaborative Educational Settings‘ scale and ‚positive emotional engagement‘ questionnaire assessed the quality of social-cognitive processes and emotional engagement during the group discussions. Structured interviews were used to explore the teachers’ awareness of and engagement with the technology. ResultsThe mean scores of most,heedfulness’ items were below 3.5 (7-point scale), suggesting that participants did not enter the debriefing with a mindset conducive for argumentation. However, for the affective states 'interest' and 'enjoyment' the mean scores were above 5. Free text comments suggested participants enjoyed the superficial interactions, but did not necessarily engage in argumentation. Structured interviews revealed teachers were aware of the possibilities of the learning dashboard and used it as a common frame of reference, but didn't really succeed to use it as a springboard for discussion. ConclusionsA technology-enhanced cCBL scenario is useful for teaching radiology in undergraduate medical education, but the added value of acquiring in-depth knowledge will only be achieved when students are aware of the importance of an ‚heedful’ mind-set.

Convenient model of hard tissue simulation for dental radiographic research and instruction.

The authors describe a technique for building an alternative jawbone phantom using dental gypsum and rice for research and dental radiology instruction. To investigate the potential of an alternative phantom to simulate the trabecular bone aspect of the human maxilla in periapical radiographs. Half-maxillary phantoms built from gypsum-ground rice were exposed to X-rays, and the resulting images (experimental group) were compared to standardized radiographic images produced from dry human maxillary bone (control group) (n = 7). The images were blindly assessed according to strict criteria by three examiners for the usual trabecular aspects of the surrounding bone, and significant differences between groups and in assessment reliability were compared using Fisher's exact and kappa tests (α = 0.05). The differences in the trabecular aspects between groups were not statistically significant. In addition, interobserver agreement among observers was 0.43 and 0.51 for the control and experimental groups, respectively, whereas intraobserver agreement was 0.71 and 0.73, respectively. The tested phantom seemed to demonstrate potential for trabecular bone image simulation on maxillary periapical radiographs.

The teaching of Radiology in other university studies

After the implementation of the European Space for Higher Education, the contents of the Radiology and Physical Medicine Area that were taught in the Medicine Degree have also been incorporated into the new degrees of Dentistry, Nursing, Physiotherapy, Podiatry, and, to a lesser extent, Pharmacy, Occupational Therapy, Logopedia, and Biomedical Engineering As a whole, the basic concepts of radiology and radiological protection are taught in Murcia in 5 different degrees with a total of 52.5 ECTS credits, participating in the training of 1219 students each academic year. This incorporation in the new degrees has tripled the number of subjects in which undergraduate teaching is taught, and doubled both the number of ECTS credits and the number of undergraduate students to whom it directs its training work. Thus, given the possible creation of new university degrees in the near future (Diagnostic Imaging and Radiotherapy Technicians), it would be necessary to involve a greater number of accredited professionals, from different specialties, and to optimize teaching resources (bibliography, material teacher, clinical cases, etc.,) for its usefulness in the different subjects that share similar contents.

Teaching radiology in integrated educational programs

Radiology is a medical discipline, an area of transversal knowledge integrated into any clinical situation. The optimal training of learning knowledge, skills and aptitudes in Radiology in the Degree in Medicine requires the integration of any imaging modality in the different areas of knowledge; from the basic subjects to any clinical subject of the Degree. This article describes the integration of Radiology teaching into the curriculum throughout the Medicine Degree at the University of Girona (UdG), describing the different radiology teaching activities that are taught. The specific activities of the subject "Radiology" are detailed; through workshops, seminars, practices, interactive computer game; and describing the characteristics of the main teaching methodological activity of the UdG, Problem-Based Learning.

Streaming Success: Harnessing Social Media for Dynamic Radiology Education

Social media are increasingly used as tools in radiologists education. This article describes features that aid with the selection of SM platforms, and how to emulate educator roles in the digital world. In addition, we summarize best practices regarding curating and delivering stellar content, building a SM brand, and rules of professionalism when using SM in radiology education.

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.

Evolving diagnostic imaging education: Aligning with personalized medicine

This commentary explores the current state and future directions of diagnostic imaging education in the context of personalized medicine. Traditional methods in diagnostic imaging education, while foundational, are increasingly challenged by the nuanced requirements of personalized healthcare. We examine the limitations of conventional educational approaches, highlighting the need for integration of patient-specific data and advanced imaging technologies in the learning process.Key challenges in this integration include adapting curricula to include emerging technologies like AI and machine learning, fostering interdisciplinary collaboration, and overcoming budgetary and resource constraints. Despite these challenges, there are significant opportunities. Innovations such as online case-based learning, the use of simulation and virtual reality, and the integration of genomic data into radiology education are reshaping the learning landscape. These adaptations are crucial for preparing future radiologists to deliver patient-centered care in an era of personalized medicine.Looking forward, the paper discusses the potential future developments in diagnostic imaging education, including technological advancements, global collaboration, and the importance of an interdisciplinary curriculum. The long-term implications of these developments are substantial, promising improved patient outcomes and a new generation of radiologists equipped to navigate the complexities of personalized healthcare. In summary, aligning diagnostic imaging education with the principles of personalized medicine is not only necessary but presents an opportunity to enhance healthcare delivery and patient care.

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

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

Rad Path in a Flash: Creation of the First AMSER Sponsored Digital Flashcard Deck and a Review of Digital Flashcard Use among? Medical Students

Digital flashcards are an increasingly popular study method for medical students today. The purpose of this study is to assess students' opinions on digital flashcards and to evaluate the need for radiology-focused digital flashcards. We created the first official Radiology-Pathology (Rad-Path) Correlation course digital flashcard deck sponsored by the Alliance of Medical Student Educators in Radiology (AMSER), and evaluated its effectiveness in increasing medical students' confidence levels of understanding Rad-Path concepts. A 16-question survey was developed and publicly shared with medical students to assess the need for a high-quality radiology deck. In addition, students who trialed the AMSER Rad-Path Anki deck were assessed on their confidence of radiology pathology concepts prior to and after using these digital flashcards. 185 survey responses were received for the first survey about digital flashcard use. Overall, 87.6% of medical student respondents had used digital flashcards during medical school, and 33.5% had used digital flashcards to study radiology topics specifically. 67.6% of respondents stated they would use a digital flashcard deck if sponsored by an academic radiology society. Regarding the survey of the students who used the AMSER Rad-Path flashcards, 31 responses were received in the pre- and follow-up survey. Mean confidence in understanding the radiology pathology learning objectives increased when the Rad-Path Anki deck was utilized, and students rated the flashcards favorably. Students reported a high use of digital flashcards for studying topics in medical school. We identified a perceived need in students for a series of high-quality digital flashcards covering radiology topics. We created the first deck of AMSER Rad-Path flashcards which was well received by the medical students.

What’s in the Shadows? Formal Analysis: Art History Method to Improve Interpretation Skills for Mammography and Chest Radiographs in Resident Education

To assess the feasibility of using an art history tool of formal analysis in resident education for interpretations of mammography and chest radiographs METHODS: In a pre-post study design, residents were shown pre-selected 10 mammograms and 10 chest radiographs for a total of 20 unique anonymized patient cases. After the pretest, residents attended fourformal analysis art history lessons. The formal elements included line, light, dark, shade, proportion and balance. The post-tests were administered utilizing the same set of images given during the pre-test. After the completion of the pre- and post-tests, the participants filled out a written survey. On average, participants improved their image descriptions for a mean of 30% of the total number of mammographic images they evaluated, and similarly they improved their image diagnoses for a mean of 31% of the mammographic images. On average, participants improved their image descriptions for a mean of 37% of the total number of chest radiographs they evaluated, while improving their image diagnoses for a mean of 52% of the chest X-rays. Of the 20 participants, 14 (70%) completed the post study survey. Almost all of the respondents endorsed agreement in understanding the application of formal analysis to radiologic interpretation. Eight out of 14 (57%) participants self-reported improvement in identifying abnormalities and contriving descriptors. This pilot study shows that formal art analysis used by art historians may improve radiologic learners' ability to perceive and describe relevant radiologic abnormalities which in turn would lead to a more accurate radiologic differential diagnosis. The formal analysis process trains the eye to detect and categorize the underlying structure of images. This method provides an alternative arts intervention specifically designed to improve fundamental visual skills in radiology education.

MEDICAL STUDENTS PERSPECTIVE ON THE TEACHINGPROCESS OF RADIOLOGY DURING AND AFTER THECOVID-19 PANDEMIC

Background: Over the last few years, radiology teaching and training have transformed from traditional lectures to early team-based clinical learning and case-based teaching. Objectives: To assess the perspective of undergraduate medical students regarding radiology teaching during and after the coronavirus disease 2019 (COVID-19)pandemic. Subjects and methods: A cross-sectional study was conducted among undergraduate medical students from third year to interns enrolled in Taif University for the academic year 2023-2024. An online, self-administered questionnaire was utilized for data collection. It contains 20 questions divided into three sections: I) general information and students demographic data (4 questions) II) questions related to the students teaching-learning experiences after the COVID-19 pandemic period (8 questions) and III) questions related to the students teaching-learning experiences in the COVID-19 pandemic period (8 questions). Results: A total of 204 students were included in the study. They were equally distributed according to their gender and almost equally distributed according to their academic year. The majority (86.3%) of them used tablets as the primary device for e-learning during and after the COVID-19 pandemic. Significant improvements were observed in the perspective of the participants regarding the quality of on-site radiology teaching (p&lt;0.001), their performance in on-site radiologyteaching (p=0.007), and thoughts related to radiology teaching via e-learning (p=0.023) after the COVID-19 pandemic compared to it during the pandemic. Conclusion:Medical students generally view radiology education positively after the pandemic. However, improvements in the structures and assessments of both online and onsite radiology teaching are needed. Interestingly, female students found e-learning and assessments more valuable, while older students appreciated the overall structure more.

Reshaping the future of AI education in radiology

Reshaping the future of AI education in radiology

Envisioning the Future: The Role of Large Language Models in Radiology Education

Envisioning the Future: The Role of Large Language Models in Radiology Education

Smart glasses in radiology education: Augmenting reality to enhance the learning experience

Smart glasses in radiology education: Augmenting reality to enhance the learning experience

Opening doors for open-source large language models in radiology education.

Opening doors for open-source large language models in radiology education.

Bridging Visual-Spatial Ability and Skill Performance: The Impact of Perceived Quality of a Practical Seminar in Interventional Radiology Education.

Medical education integrates skills training and simulation to prepare students for clinical tasks. A seminar on interventional radiology was restructured to include specific practical training utilizing a 3D-catheter model. We aimed to investigate the complex interplay between student evaluations, their visual-spatial ability and practical performance. The seminar comprised a short plenary introduction followed by 3 practical training units. Students were tested for their visual-spatial ability and their catheter insertion performance. Students rated the seminar and their interest in the subject. Data were subjected to descriptive, factorial, regression, and moderating analysis. A total of 141 medical students enrolled in the seminar. They attributed a high didactic and practical quality and expressed great interest in the subject. Male students outperformed females in the cube perspective test. In the practical examination, males needed significantly less time on average (57.9 s) compared to females (73.1 s). However, there were no significant differences in the performance score, with a maximum of 5 attainable points: males 4.61 and females 4.51. The seminar evaluation explained a large portion of the variance (48.6%) in students' interest in the subject. There was a moderating role of practical quality (β = 0.12, P < .05) on the link between the cube perspective test and the practical examination: rated high practical quality could partly compensate for low cube perspective scores, enhancing performance in the practical examination. Well-designed practical courses and a perceived high teaching quality may assist students with deficits in visual-spatial ability to acquire clinical-practical skills. Such initiatives not only enhance learning outcomes across diverse student groups but also stimulate interest in specialized fields like interventional radiology, thereby potentially guiding future career paths in medicine.