Radiology Education Research Articles

Musculoskeletal Radiology Education: A National Survey by the Italian College of Musculoskeletal Radiology.

Our aim was to understand how musculoskeletal training is structured in Italian residency programmes and the needs of young trainees. We sent out an online questionnaire (17 questions) to Italian Society of Radiology residents and board-certified radiologists aged up to 39 years. A total of 1144 out of 4210 (27.2%) members participated in the survey; 64.7% were residents and 35.3% were board-certified radiologists. Just 26.6% of participants had dedicated rotations for musculoskeletal training during their residency, although this percentage substantially increased in replies from northern Italy. One-fourth of residents had a scheduled period of musculoskeletal ultrasound. Most participants (76.3%) had <20 h per year of musculoskeletal lessons. The majority considered their musculoskeletal education poor (57.7%) or average (21.9%). According to 84.8% of replies, no dedicated training period about interventional musculoskeletal procedures was scheduled. Further, just 12.8% of residents took active part in such interventions. Nearly all participants believed that the musculoskeletal programme during residency needs to be improved, particularly concerning practices in ultrasound (92.8%), MRI cases interpretation/reporting (78.9%), and practice in ultrasound-guided interventional procedures (64.3%). Despite some differences in the structure of musculoskeletal education provided by different regions, there is a shared demand for improvement in musculoskeletal training.

Level of Knowledge about the Effects of Radiation on Pregnant Women among Medical Imaging Techniques Program Students

For this purpose, this study will examine the level of knowledge about the effects of radiation on pregnant women among the students of Medical Imaging Techniques at the Vocational School of Health Services of Çanakkale Onsekiz Mart University in the province of Çanakkale and compare the level of knowledge about the effects of radiation on pregnant women between the 1st grade students who have just started school and the 2nd grade students who are more experienced both theoretically and practically compared to the 1st grade students. The knowledge level of the students who do practice/internship/skill training in diagnostic radiology units of hospitals from Çanakkale Onsekiz Mart University Vocational School of Health Services, which provides Medical Imaging and Radiology education in Çanakkale, will be determined by applying a 24-question survey. When the answers given to the question "Do you know the time period when the fetus is most sensitive to radiation?" were analyzed, it was reported that 67.8% of the 2nd grade students knew it compared to 50.8% of the 1st grade students (p=0.04). When the answers to the question "Do you know the threshold radiation doses for pregnancy termination?" were analyzed; 52.5% of the 1st grade students did not know the threshold radiation dose for pregnancy termination, whereas only 40.7% of the 2nd grade students did not (p=0.02). Although 2nd year Medical Imaging Techniques students have more knowledge about the pregnancy-related effects of radiation than 1st year students in terms of both theory and practice, there is still room for improvement.

Los trabajos de fin de grado de radiología en las universidades españolas

The End-of-Degree Project (TFG) is a supervised research project that medical students must carry out before graduating. This study aims to make radiology teaching staff aware of the importance of getting involved in tutoring radiology TFGs. We provide recommendations to help encourage students choose our area and carry it out. We describe the TFG regulations for the subject of Medicine as well as data on TFGs carried out both in Medicine in general, and more specifically in radiology between 2018 and 2022. The total number of radiology TFGs was 181, accounting for 3.3% of the 5349 TFGs carried out in Medicine. There was a discrepancy between the results found on the websites, those expected according to the number of graduates and those provided by the teachers contacted. We would consider reasonable a percentage of TFGs in radiology proportional to the number of credits of this subject during the degree course and the number of lecturers in this subject.

Maximizing Effective Utilization of Learning Resources, Including Online Tools, in Radiology Education.

Maximizing Effective Utilization of Learning Resources, Including Online Tools, in Radiology Education.

The changing face of postgraduate radiology education in the wake of the COVID-19 pandemic: lessons learned from a virtual FRCR 2B exam preparation course

The changing face of postgraduate radiology education in the wake of the COVID-19 pandemic: lessons learned from a virtual FRCR 2B exam preparation course

Interventional radiology education: Patient experience with an educational website

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

Clinicians' Interpretation of Unreported Chest Radiographs in Biologic Prescription Workup Service: A Comprehensive Analysis.

Clinicians without a radiology specializationface difficulties when they attempt to interpret chest X-rays (CXRs), a crucial and extensively utilized diagnostic tool that plays a fundamental role in the detection of pulmonary and cardiovascular disorders. This cross-sectional study assessed the confidence and competence of clinicians, including junior specialty trainees, higher specialty trainees, and specialist nurses, in interpreting CXRs before starting biological treatment. An online survey was used to collect data from clinicians in various healthcare settings, focusing on their experience, training, confidence levels, and CXR interpretation proficiency. The survey uncovered clinicians' insufficient confidence in interpreting the pre-biological screening CXRs despite their clinical expertise. This uncertainty raises concerns about potential misinterpretations, affecting timely treatment decisions. A Kruskal-Wallis test indicated a significant difference between training levels required with a p-value of 0.001, rejecting the null hypothesis. Subsequently, a Dunn-Bonferroni test revealed that the higher specialty trainee-specialist nurse pair differed significantly, with the specialist nurse group requiring more training. This study highlighted the need for enhanced radiology education for clinicians involved in chest radiograph interpretation for pre-biological screening. Implementing a structured training program is essential to improve skills and ensure accurate interpretation of non-formally reported chest radiographs, ultimately enhancing patient outcomes and healthcare practices.

An Innovative Medical Student Neuroradiology Elective Course: Active Learning Through a Case-Based Approach

Traditional radiology education in clerkships is focused on observational and passive learning from radiology faculty. The aim of this study was to validate a new case-based radiology course challenging medical students to independently scroll through picture archival and communications system cases, thereby actively learning and improving their understanding and education of radiology. This study used PowerPoint files to present and review various brain, spine, and head and neck clinical cases to simulate real time case review process by Radiologists. Students were tested with an online quiz based on the cases both before and after the review. Quizzes were distributed and responses collected at both times via a Google Form. Students had access to correct answers and feedback after the post-case quiz. A Radiologist was available for an hour of individualized committed teaching time to answer student questions after the post-case quiz. After the elective, there was an option for both quantitative and qualitative feedback. All 54 students who took part in this independent case-based program indicated satisfaction and improvement in their understanding of Neuroradiology. Post-quiz classes demonstrated objective improvement in understanding. This program represents a viable, supplementary approach to traditional radiology education that should be considered for future use and duplication at other institutions.

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.

Anki Flashcards for Radiology Education.

From online textbooks to educational social media posts, digital learning tools are transforming medical education. Spaced repetition programs are a popular tool, with 70% of first-year medical students reporting using the free, open-source flashcard application Anki.1 The Anki program pairs active recall and spaced repetition learning principles with a simple but versatile user interface.2 Spaced repetition flashcard programs such as Anki are uniquely suited to radiology education because they strengthen image-based recall, a necessary skill for radiology trainees to develop. In this review, we will describe the science behind active recall and spaced repetition programs, introduce the Anki platform, and describe future directions for its potential as an educational resource for radiology.

Presentation of the series “The challenges in undergraduate radiology education”

Presentation of the series “The challenges in undergraduate radiology education”

Towards AI-augmented radiology education: a web-based application for perception training in chest X-ray nodule detection.

Artificial intelligence (AI)-based applications for augmenting radiological education are underexplored. Prior studies have demonstrated the effectiveness of simulation in radiological perception training. This study aimed to develop and make available a pure web-based application called Perception Trainer for perception training in lung nodule detection in chest X-rays. Based on open-access data, we trained a deep-learning model for lung segmentation in chest X-rays. Subsequently, an algorithm for artificial lung nodule generation was implemented and combined with the segmentation model to allow on-the-fly procedural insertion of lung nodules in chest X-rays. This functionality was integrated into an existing zero-footprint web-based DICOM viewer, and a dynamic HTML page was created to specify case generation parameters. The result is an easily accessible platform-agnostic web application available at: https://castlemountain.dk/mulrecon/perceptionTrainer.html.The application allows the user to specify the characteristics of lung nodules to be inserted into chest X-rays, and it produces automated feedback regarding nodule detection performance. Generated cases can be shared through a uniform resource locator. We anticipate that the description and availability of our developed solution with open-sourced codes may help facilitate radiological education and stimulate the development of similar AI-augmented educational tools. A web-based application applying AI-based techniques for radiological perception training was developed. The application demonstrates a novel approach for on-the-fly generation of cases in chest X-ray lung nodule detection employing deep-learning-based segmentation and lung nodule simulation.

Discrepancies between Radiology Specialists and Residents in Fracture Detection from Musculoskeletal Radiographs.

(1) Background: The aim of this study was to compare the competence in appendicular trauma radiograph image interpretation between radiology specialists and residents. (2) Methods: In this multicenter retrospective cohort study, we collected radiology reports from radiology specialists (N = 506) and residents (N = 500) during 2018-2021. As a reference standard, we used the consensus of two subspecialty-level musculoskeletal (MSK) radiologists, who reviewed all original reports. (3) Results: A total of 1006 radiograph reports were reviewed by the two subspecialty-level MSK radiologists. Out of the 1006 radiographs, 41% were abnormal. In total, 67 radiographic findings were missed (6.7%) and 31 findings were overcalled (3.1%) in the original reports. Sensitivity, specificity, positive predictive value, and negative predictive value were 0.86, 0.92, 0.91 and 0.88 respectively. There were no statistically significant differences between radiology specialists' and residents' competence in interpretation (p = 0.44). However, radiology specialists reported more subtle cases than residents did (p = 0.04). There were no statistically significant differences between errors made in the morning, evening, or night shifts (p = 0.57). (4) Conclusions: This study found a lack of major discrepancies between radiology specialists and residents in radiograph interpretation, although there were differences between MSK regions and in subtle or obvious radiographic findings. In addition, missed findings found in this study often affected patient treatment. Finally, there are MSK regions where the sensitivity or specificity is below 90%, and these should raise concerns and highlight the need for double reading and should be taken into consideration in radiology education.

Interprofessional education in US radiologic technologist programs: Results of a national survey

BackgroundInterprofessional Education (IPE) prepares students to work in healthcare teams while promoting multidisciplinary learning. The Interprofessional Education Collaborative is a national organization committed to advancing interprofessional learning experiences and promoting team-based care. Previous studies of several allied health disciplines have explored faculty attitudes and beliefs about interprofessional education, but none have investigated program directors of radiologic sciences education programs. Because of their impact on radiologic sciences (technology) programs, it becomes necessary to analyze the attitudes and beliefs of program directors. To this end, this project investigated how program directors ranked the four IPE core competencies, how IPE is currently implemented in their program, and the differences between program directors who have implemented IPE in their curriculum and those that have not yet implemented IPE. MethodsAn online survey was distributed via email to 701 radiological science program directors of programs accredited by the JRCERT. The quantitative data was evaluated by crosstabulations, descriptive statistics, and Mann-Whitney U tests. ResultsWe found most program directors believe that IPE should not be a separate accreditation standard. The majority of program directors with over five years in academia had already implemented IPE in their curricula (n = 68, 91%). Program directors with 11–15 years in academia had the highest rate of IPE implementation (n = 22, 81.48%). Approximately half of the programs without IPE in their curriculum would like to see a greater emphasis on IPE in their programs (n = 36, 55.38%). Most program directors (n = 114, 80.90%) somewhat or strongly agreed that interprofessional education will increase the student's ability to understand problems. Less than half of respondents agreed that their program had the resources and personnel to teach IPE (n = 59, 43.3%). Program directors ranked the IPE competency Communication (n = 42, 32.60%) first, followed by Ethics (n = 39, 30.20%), Teams and Teamwork (n = 31, 24.00%), and Roles and Responsibilities (n = 17, 13.20%). ConclusionThere is strong support from program directors for IPE to be implemented within radiological sciences programs. Radiologic Technology program directors reported active collaborations with other health-care related programs, similar to collaborations noted in previous research studies. Many program directors that had not yet implemented IPE reported investigating ways to incorporate an IPE activity into their curricula. However, barriers that can affect IPE implementation have been identified.

Empowering Radiology Education: Embracing the Potential of Online Learning.

Empowering Radiology Education: Embracing the Potential of Online Learning.

The Staffing Crisis and Burnout in Academic Radiology: Insights from a Survey Study in Korea

ObjectiveAcademic radiology is essential for advancing medical knowledge, improving patient care, and leading professional organizations. Any shortage of academic faculty affects the ability to provide quality education in radiology, conduct research, and advance the field. In this study, we aimed to identify contributors to the challenges faced by academic radiology in Korea and compare the work burden, career satisfaction, and burnout between academic radiology and private practice. MethodsA Google survey of members of the Korean Society of Radiology, conducted between August 19, 2022 and August 31, 2022, attracted responses from 642 radiologists, including 511 board-certified radiologists and 131 radiologist trainees. The survey assessed career satisfaction, burnout, and reasons for working in academia and frustrations with an academic career. ResultsOf the responding academic radiologists, 53% were located in Seoul, and of the responding private practice radiologists, 71% were located in regions outside Seoul. The reported volume of image readings per month (CT and/or MRI) was higher for academic radiologists than for private practice radiologists, but no significant difference in the time taken to complete the readings was evident between the two groups. Compared with private practice radiologists, academic radiologists required more time for education, clinical conferences, and additional nonclinical tasks. Lower scores for career satisfaction and higher scores for burnout were reported by academic radiologists, compared with private practice radiologists. DiscussionThe field of academic radiology in Korea faces challenges because of a faculty shortage. To prevent the collapse of education in radiology, interventions must address the identified contributors to this shortage, while increasing career satisfaction and reducing burnout among academic radiologists.

Insights From Personal Training for Radiology Education

Insights From Personal Training for Radiology Education

Core and Advanced Thoracic Imaging Curricula to Guide Residency and Fellowship Training: A Framework From the Canadian Society of Thoracic Radiology

A well-defined curriculum with goals and objectives is an inherent part of every radiology training program. Following a needs assessment, the Canadian Society of Thoracic Radiology Education Committee developed a thoracic imaging curriculum using a mixed- method approach, complimentary to the cardiac curriculum published as a separate document. The Thoracic Imaging Curriculum consists of two separate yet complimentary parts: a Core Curriculum, aimed at residents in-training, with the main goal of building a strong foundational knowledge, and an Advanced Curriculum, designed to build upon the core knowledge and guide a more in-depth subspecialty training. The curricular frameworks aim to enhance the educational experience of residents and fellows and provide an educational framework for clinical supervisors and residency and fellowship program directors. The Canadian Society of Thoracic Radiology championed the creation of Cardiovascular and Thoracic Imaging curricula encompassing clinical knowledge and technical, communication, and decision-making skills with the goal of providing direction to a strong foundational knowledge for residents and to guide specialty training for fellowship programs.

Assessing AI-Powered Patient Education: A Case Study in Radiology

With recent advancements in the power and accessibility of artificial intelligence (AI) Large Language Models (LLMs) patients might increasingly turn to these platforms to answer questions regarding radiologic examinations and procedures, despite valid concerns about the accuracy of information provided. This study aimed to assess the accuracy and completeness of information provided by the Bing Chatbot-a LLM powered by ChatGPT-on patient education for common radiologic exams. We selected three common radiologic examinations and procedures: computed tomography (CT) abdomen, magnetic resonance imaging (MRI) spine, and bone biopsy. For each, ten questions were tested on the chatbot in two trials using three different chatbot settings. Two reviewers independently assessed the chatbot's responses for accuracy and completeness compared to an accepted online resource, radiologyinfo.org. Of the 360 reviews performed, 336 (93%) were rated "entirely correct" and 24 (7%) were "mostly correct," indicating a high level of reliability. Completeness ratings showed that 65% were "complete" and 35% were "mostly complete." The "More Creative" chatbot setting produced a higher proportion of responses rated "entirely correct" but there were otherwise no significant difference in ratings based on chatbot settings or exam types. The readability level was rated eighth-grade level. The Bing Chatbot provided accurate responses answering all or most aspects of the question asked of it, with responses tending to err on the side of caution for nuanced questions. Importantly, no responses were inaccurate or had potential to cause harm or confusion for the user. Thus, LLM chatbots demonstrate potential to enhance patient education in radiology and could be integrated into patient portals for various purposes, including exam preparation and results interpretation.

The Effectiveness of Spaced Learning, Interleaving, and Retrieval Practice in Radiology Education: A Systematic Review

PurposeRadiology is a highly complex field that requires mastery over an ever-expanding body of knowledge. Spaced learning, interleaving, and retrieval practice are evidence-based learning strategies that enhance long-term retention of information. The aim of this systematic review is to assess the effectiveness of these interventions in the setting of radiology education. MethodsThe authors searched MEDLINE, Embase, PsycInfo, ERIC, and forward and backward citations for studies published between database inception and February 19, 2023. Eligibility criteria for included studies were randomized and quasi-randomized controlled trials that investigated the impact of spaced, interleaved, or retrieval practice on knowledge retention of medical trainees after education related to medical imaging as assessed by postinterventional examination scores. ResultsOf 1,316 records reviewed, 8 studies met eligibility criteria. Two studies investigated spaced learning, two studies interleaving, and six studies retrieval practice, including two trials that evaluated interventions incorporating both spaced learning and retrieval practice. Five of eight studies reported statistically significant differences between interventional and control groups on either immediate or delayed postinterventional examinations. ConclusionsDespite extensive evidence in support of spaced, interleaved, and retrieval practice within the broader literature, few studies have examined the effectiveness of these strategies in radiology education. Additional trials are required to evaluate the usefulness of incorporating these techniques into educational programs related to medical imaging.