Radiology Education Research Articles

A Comperative Study of Use Of Artificial Intelligence in Oral Radiology Education

Purpose: The aim of this study is to compare the efficacy of artificial intelligence use in oral radiology learning in the undergraduate dental students. Materials&Methods: Fifty third-year students in the University of Lokman Hekim were detected images with the artificial intelligence method (AI) and standard lecture method (SL) for anatomical landmarks in panoramic radiographs. SL consisted of a frontal lecture through a standardized presentation. CranioCatch model (Eskisehir, Turkey) was used as deep learning-based artificial intelligence model. One panoramic image was loaded to the application and anatomic landmarks were detected by teacher, students were asked to mark. AI recorded and scored students answers. A questionnaire study was conducted for the perception of students in terms of validity and reliability regarding assessment and evaluation for each methods. Results: 50 undergraduate students (26 female,24 male) answered 7questions, 5-point Likert type. The conformity to the normal distribution was evaluated with the Shapiro-Wilk test and the graphical approach (Normal Q-Q Plot). The values did not conform to the normal distribution. As a result of the reliability analysis performed for the measurement tool, the Cronbach’s Alpha coefficient was found 0.828. Wilcoxon Test was used to test the significance of the difference between each methods. There is a statistically significant difference between the mean values of evaluation measurements(p=0.014). AI was higher than the mean of evaluation measurement values compared to SL. Conclusion: AI models have performed very well in measurement and evaluation in oral radiology learning.

Improving undergraduate Education in Radiology

Objectives: to evaluate the effectiveness of small group teaching in the radiology undergraduate training program and to assess the type of examination and the examination scores. Materials and methods: 5th year medical students in college of medicine of Hawler medical university for the academic year 2007-2008 included in this study and the effectiveness of the program assessed by a written and practical test at the end of the course. Results: 100 students enrolled in this program. The effectiveness of the program was assessed by administering a written and practical testing. Conclusion: the importance of small group teaching and objective assessment of the students are stressed and implementation of new examination scores suggested

Contextual, Radiological Anatomy (RA) Learning needs Evaluation for Curricular Improvement

INTRODUCTION: As a part of the MBBS curriculum review exercise, University of Cyberjaya (UoC), Malaysia had come up with a study to investigate the feedback and learning needs pertaining to radiological anatomy (RA) in pre-clinical teaching. MATERIALS AND METHODS: A single-institutional survey of all five-year medical students was done using an adapted instrument which had both open and close-ended questions on the radiological anatomy teaching received so far and the perception on the teaching methods and content. 405 respondents out of 503 (80%) (year 1=115, year 2= 78, year 3=79, year 4=78, year 5=55) replied. There were totally 136 male and 269 female respondents. RESULTS: Though the overall student learning time (SLT) was adequate, year 3 students (62%) reported inadequate radiological anatomy SLT. Pre[1]clinical students (57.5%) reported more of formal radiological anatomy teaching while clinical students indicated informal teaching (Informal: 15.1 %, Even mix of formal and informal: 56.6 %). Female students reported higher response of adequate SLT (69.1%) and formal teaching (46.9%) compared to males. Small group learning such as gross anatomy practical sessions, problem-based learning, clinical skills teaching, and clinical correlates sessions were recommended. Abdomen and thorax were the most preferred regions where radiological anatomy could be explored further. X-ray followed by CT and MRI were the most favoured radiological modalities to learn topographical anatomy. CONCLUSION: The study provided sound feedback on the existing radiological anatomy teaching practices. Data shows stark contrast between the needs of the students and the current practices indicating that it is quite substantial for curriculum review.

Usefulness of augmented reality in radiological protection education and training for interventional radiologists

The aim of this work is to evaluate the usefulness of using augmented reality (AR) to train medical professionals in radiological protection (RP) in fluoroscopy. A Microsoft HoloLens 2 device has been used to simulate a fluoroscopic device. The teaching scenario considers a Philips Azurion able to rotate to pre-defined gantry positions,a dorsal decubitus patient and a ceiling shield. Radiation exposures were simulated using the FLUKA Monte Carlo code. 11 radiologists were asked to reproduce their positioning as per a clinical procedure and to correctly position the ceiling shield. Then, they were presented with the radiation exposure of their choices and were able to further optimise it. After the session, they were asked to complete a questionnaire. Users rated the AR educational approach as Intuitive and relevant to RP education (35%) and inspiring to deepen their knowledge (18%). Nevertheless, a negative aspect was mainly the difficulty in dealing with the system (58%). Although the participants were radiologists, a minority recognised themselves as having accurate knowledge of the RP (18%), indicating a relevant knowledge gap. The usefulness of using AR in RP education for radiologists has been shown. The visual aid of such technology is likely to improve the consolidation of practical knowledge. The use of interactive teaching techniques has the possibility to both help radiology professionals consolidate their radiation protection training and confidence in their practices.

RADHunters: gamification in radiology perceptual education.

Gamification is used in several fields as an adjunct to standard educational methods but has found limited application in radiology to date. Gamification may be useful for teaching radiology skills typically acquired through experience, such as perceptual skills. The goal of our study is to use a gamified radiology workstation to teach skills related to identification of pulmonary nodules and evaluate for changes in trainee performance. We constructed a game called RADHunters to teach perceptual skills related to identification of pulmonary nodules on chest radiographs. Control and experimental groups were tasked with identifying nodules on chest radiographs on two sets of cases. The experimental group received gamified training for nodule identification using RADHunters between case sets, while the control group did not. Performance at nodule identification, localization, and confidence were compared. A poststudy survey was administered to assess for participants' thoughts about the gamified nodule detection training. Survey responses were very positive with -values for all survey responses , indicating subjects felt this training was beneficial. Experimental and control groups had a statistically significant improvement in their ability to identify and localize nodules with -values . There was no significant difference between control and experimental groups. Neither group showed a statistically significant increase in their confidence in nodule localization. Perceptual training using gamification may be a useful adjunct to conventional methods of radiology education.

Artificial Intelligence Solutions in Radiology Clinical Practice

ARTIFICIAL INTELLIGENCE (AI) was a hot topic at the 33rd annual European Congress of Radiology 2023, held in Vienna, Austria, between the 1st–5th of March. A fascinating open forum session, chaired by Martin Reim, Tartu University Hospital, Estonia, and Chairperson of the European Society for Radiology Education Committee Radiology Trainees Forum, was held on the first day. The session, entitled ‘Artificial intelligence: questions you wanted to ask us but didn’t’, included presentations from three experts, and focused on key questions trainees might have about AI in the field of radiology. The session covered AI performance metrics, how AI can be implemented into clinical practice, and how to start-up an AI solution business.

A National Medical Student Diagnostic Radiology Competition Initiative: Survey and Outcomes of the RadiOlympics

Diagnostic radiology residents may participate in an annual diagnostic imaging tournament that enables residents to engage in friendly competition, network with peers, and practice for board examinations. Medical students would likely enjoy a similar activity, which could increase their interest and knowledge in radiology. Given the lack of initiatives designed to promote competition and learning in medical school radiology education, we designed and implemented theRadiOlympics, the first known national medical student radiology competition in the United States. A draft version of the competition was emailed to many medical schools in the United States. Medical students interested in assisting with implementation of the competition were invited to a meeting to refine the layout.Ultimately, the format of seven rounds of five questions each and a final round of ten questions all over four months was decided. Questions were written by students and approved by faculty. At the conclusion of the competition, surveys were sent out to gather feedback and gauge how this competition has influenced their interest in radiology. Out of 89 schools that were successfully contacted,16 schools' radiology clubs agreed to participate, which made up 187 medical students on average per round. At the conclusion of the competition, feedback from students was very positive.Students' confidence in interpreting imaging studies increased after the competition (p < 0.001), although there was not an increased interest in radiology as a career (p=0.77). TheRadiOlympicsis a national competition that can besuccessfullyorganized by medical students for medical students and is an engaging opportunity for medical students to be exposed to radiology.

Gamification: Basic concepts and applications in radiology

Gamification is the use of elements from games in non-game environments, such as education. It is an alternative educational focus that promotes students’ motivation and participation in the learning process. Gamification had proven effective in training health professionals and can play an important role in diagnostic radiology training, both at the undergraduate and postgraduate levels. Gamification activities can be carried out in real environments, such as classrooms or session rooms, but there are also interesting online modalities that favor remote access and user management. The possibilities of gamification in virtual worlds to teach undergraduate students radiology are very promising and deserve to be explored in training residents. This article aims to review general concepts in gamification and to present the main types of gamification used in medical training, pointing out its applications and advantages and disadvantages and emphasizing experiences in radiology education.

Ontologies in the New Computational Age of Radiology: RadLex for Semantics and Interoperability in Imaging Workflows

From basic research to the bedside, precise terminology is key to advancing medicine and ensuring optimal and appropriate patient care. However, the wide spectrum of diseases and their manifestations superimposed on medical team-specific and discipline-specific communication patterns often impairs shared understanding and the shared use of common medical terminology. Common terms are currently used in medicine to ensure interoperability and facilitate integration of biomedical information for clinical practice and emerging scientific and educational applications alike, from database integration to supporting basic clinical operations such as billing. Such common terminologies can be provided in ontologies, which are formalized representations of knowledge in a particular domain. Ontologies unambiguously specify common concepts and describe the relationships between those concepts by using a form that is mathematically precise and accessible to humans and machines alike. RadLex® is a key RSNA initiative that provides a shared domain model, or ontology, of radiology to facilitate integration of information in radiology education, clinical care, and research. As the contributions of the computational components of common radiologic workflows continue to increase with the ongoing development of big data, artificial intelligence, and novel image analysis and visualization tools, the use of common terminologies is becoming increasingly important for supporting seamless computational resource integration across medicine. This article introduces ontologies, outlines the fundamental semantic web technologies used to create and apply RadLex, and presents examples of RadLex applications in everyday radiology and research. It concludes with a discussion of emerging applications of RadLex, including artificial intelligence applications. © RSNA, 2023 Quiz questions for this article are available in the supplemental material.

Conquering Educational Mountains: Maintaining a Radiology Clinical Education Track

Establishing a clinical education track as part of a radiology residency is essential in shaping future radiology educators. Many obstacles will be encountered while starting, maintaining, and improving these educational pathways. Hurdles may include recruiting suitable residents for the track, recruiting and supporting faculty advisors, sustaining long-term resident engagement, counteracting educational exclusivity, and providing adequate time and financial support. Although every program and institution may face individualized "mountains" to overcome, they are not insurmountable. The goal of this review is to address different conflicts we have encountered while maintaining the clinical education tract at our institution and to provide tips for overcoming them.

Results of the 2021-2022 Survey of the American Alliance of Academic Chief Residents in Radiology

An annual survey of chief residents in accredited North American radiology programs is conducted by the American Alliance of Academic Chief Residents in Radiology (A3CR2). Special topics surveyed for the 2021-2022 academic year were procedural competency and virtual radiology education in the COVID-19 pandemic. The purpose of this study is to summarize the 2021-2022 A3CR2 chief resident survey. An online survey was distributed to chief residents from 197 Accreditation Council on Graduate Medical Education-accredited radiology residency programs. Chief residents responded to questions regarding their individual procedural readiness and attitudes on virtual radiology education. A single chief resident from each residency answered programmatic questions including the use of virtual education, faculty coverage, and fellowship choices among their graduating classes. We received 110 individual responses from 61 programs, yielding a 31% program response rate. Although the majority (80%) of programs maintained purely in-person attending readout throughout the COVID 19 pandemic, only 13% of programs reported purely in-person didactics and 26% converted to all virtual didactics. The majority (53%-74%) of chief residents perceived virtual learning (in read-out, case conference, and didactic formats) to be less effective than in-person learning. One third of chief residents reported decreased procedural exposure during the pandemic, and 7%-9% of chief residents felt uncomfortable with basic procedures (basic fluoroscopy examinations, basic aspiration/drainage procedures, and superficial biopsy procedures). The number of programs with 24/7 attending coverage increased from 35% in 2019 to 49% in 2022. Body, neuroradiology, and interventional radiology were the most popular advanced training options among graduating radiology residents. The COVID-19 pandemic had a profound impact on radiology training, particularly in terms of virtual learning. These survey results suggest that although digital learning offers increased flexibility, most residents still prefer in-person readout and didactics. Despite this, virtual learning will likely remain a viable option as programs continue to evolve following the pandemic.

Social Media Usage for Radiology Education: A One-Month 2022 Global Survey

To create our own survey to identify the most recent ways in which the global radiology community is using social media specifically for radiology education. We created a 30-question survey on SurveyMonkey, promoted it on our CTisus Facebook, Twitter, YouTube, LinkedIn, as well as Reddit accounts, and to our newsletter subscribers, sharing it from March 15 to April 5, 2022. The survey requested demographic information, and asked respondents to clarify their role in radiology and how they participated in each social media platform for radiology education. We received 254 responses, of which 253 specified their role in radiology: 40.71% were radiologists (n=103); 24.90% were radiologic technologists (n=63); 17.79% were residents in radiology (n=45); and 16.60% engaged in other radiology professions (n=42). In total, 65 countries were represented (n=250). Individuals aged 25-34 (n=89) represented the most popular age group, followed by those aged 35-44 (n=47), then 45-54 (n=36). As a combined group, 80.71% said they use social media "every day" or "a few times a week" (n=205). YouTube was the most popular social media platform for radiology education (n=180), followed by Instagram (n=156) and Facebook (n=110). In terms of goals for radiology education on social media, most answered "to learn more in radiology" (n=217), with "to keep myself updated on current events in radiology" (n=162), and "to participate in radiology discussions with colleagues" (n=67) also well represented. Almost 3 quarters of respondents felt that social media was "extremely useful" or "very useful" for radiology education (n=187). Approximately half of respondents said they "learn much more from social media" or "learn a bit more from social media" over traditional resources such as textbooks and medical journals (n=126). Our results suggest that the global radiology community finds education via social media to be useful, and often partakes in such education. It also highlights which social media are relevant for current radiology education and which are not. We anticipate returning to this survey approximately every 2 years to examine how the landscape of social media continues to change in the world of radiology education.

Artificial Intelligence/Machine Learning Education in Radiology: Multi-institutional Survey of Radiology Residents in the United States

To evaluate radiology residents' perspectives regarding inclusion of artificial intelligence/ machine learning (AI/ML) education in the residency curriculum. An online anonymous survey was sent to 759 residents at 21 US radiology residency programs. Resident demographics, sub-specialty interests, educational background and research experiences, as well as the awareness, availability, and usefulness of various resources for AI/ML education were collected. The survey response rate was 27% (209/759). A total of 74% of respondents were male, 80% were training at large university programs, and only a minority (<20) had formal education or research experience in AI/ML. All four years of training were represented (range: 20%-38%). The majority of the residents agreed or strongly agreed (83%) that AI/ML education should be a part of the radiology residency curriculum and that such education should equip them with the knowledge to troubleshoot an AI tool in practice / determine whether a tool is working as intended (82%). Among the residency programs that offer AI/ML education, the most common resources were lecture series (43%), national informatics courses (28%), and in-house/institutional courses (26%). About 24% of the residents reported no AI/ML educational offerings in their residency curriculum. Hands on AI/ML laboratory (67%) and lecture series (61%) were reported as the most beneficial or effective. The majority of the residents preferred AI/ML education offered as a continuous course spanning the radiology residency (R1 to R4) (76%), followed by mini fellowship during R4 (32%) and as a course during PGY1 (21%). Residents largely favor the inclusion of formal AI/ML education in the radiology residency curriculum, prefer hands-on learning and lectures as learning tools, and prefer a continuous AI/ML course spanning R1-R4.

Artificial intelligence in radiology education

Objectives: Artificial intelligence can learn without explicit instructions and has multiple applications in radiology. Whereas many publications have focused on teaching radiologists about artificial intelligence, our goal in this study is to focus on how artificial intelligence can teach radiology trainees better. Key Findings: Although the idea of using artificial intelligence to improve education is not new, the application of artificial intelligence to radiology education remains limited. Based on the limited research that has been published on its current status we highlight some of the developments that have occurred in this field. Conclusion: Artificial Intelligence can be used to enhance radiology education. Implication for practice: Radiologists and radiographers should know the latest trends in Artificial Intelligence to utilize in departmental education.

Virtual interventional radiology education increases confidence in American Board of Radiology Core Exam Preparation

•The survey data revealed specific Interventional Radiology (IR)-related competencies where perceived confidence was low (extremity venography and imaging artifacts specific to IR), creating opportunities for targeted teaching by IR educators. •Implementation of virtual board exam review courses may enhance resident board preparation, in addition to popular study resources such as practice problems and board review-specific textbooks. •A virtual IR review course for the ABR Core Exam may offer a resident-preferred approach and increase confidence in IR subject areas.

An exploration of the connotation of clinical dental radiology education for medical radiation students in Taiwan in 2022

Background/purposeIn Taiwan, the dental radiology has a history of more than 100 years. However, medical radiation schools or teaching hospitals have not yet established a set of standard learning content for dental radiology internship. Materials and methodsWe used the observational method and dental radiology teaching survey to explore the connotation of clinical dental radiology education for medical radiation students in Taiwan. ResultsThere were 64 dental departments of hospitals with their own independent dental radiology departments in Taiwan in 2022. Among them, 58 (90.63%) were in the teaching hospitals. Of the 58 dental radiology departments in the teaching hospitals, 40 (68.97%) had medical radiation interns in their dental radiology departments. There was a complete set of seven training items for dental radiology internship. The mean training items in the medical centers (4.94) was significantly higher than that in the regional hospital (3.9) (P < 0.05). No matter what level of hospital, it is the most common way to implement the training mode with preclinical exercises and then clinical practice. ConclusionIn Taiwan, the current status of dental radiology teachers in the teaching hospital is indeed seriously insufficient. It is necessary to establish a standard dental radiology education system, including setting one common dental radiology subject for medical radiation students, and the relevant regulations to formulate the basic requirements of the training items and training hours for dental radiology internship. Thus, medical radiation interns can acquire the operation skills related to dental X-ray machines after completing the internship training.

Seeing Radiology Curricula Through Turkish Medical Students' Eyes: A Survey of Turkish Medical Schools' Radiology Education.

Radiology education is essential for nonradiologist specialists and practitioners as well as for radiologists. We conducted a survey to gather the opinions of Turkish medical students from first to sixth grade regarding their radiology curricula, radiology education content, and perceptions of various imaging modalities and to assess the amount, adequacy, and homogeneity of radiology education in various schools. Turkish medical students were reached by student ambassadors from 10 different schools of medicine via social media and email. They were provided with a 20-question survey-via the SurveyMonkey platform-related to their radiology curriculum and their perceptions of the radiology education at their schools and of different imaging modalities. Subjective parameters were scaled by a 4-point Likert scale and the results are reported by percentages of students. A total of 988 medical students (F/M: 61%/39%) from 41 different medical schools participated in this survey. Of those, 57% were preclinical students (≤ third year of medical school), while 43% were clinical students (> third year). More than half of the students (51%) stated that the amount of radiology education included in their curriculum was too little, while 44% of them stated it was just right and only 5% stated it was too much. Only 31% of the participants stated that they were able to review radiology images on their own. When asked about their level of confidence in identifying the position of lines and tubes, pneumonia, pneumothorax, and pleural effusion on chest radiographs, 41%, 39%, 41%, and 41% of the participants, respectively, stated that they were not confident. Thirty-five percent of the participants had not received any training in comparing normal to abnormal imaging of bone fractures, pneumonia, pleural effusion, subdural hemorrhage, or pneumothorax. The majority of the Turkish medical students in this survey had never heard (57%) nor used (64%) the American College of Radiology Appropriateness Criteria. The radiology curriculum in Turkey differs among various schools and most students stated that preclinical radiology course content was inadequate. Further studies and improvements must be conducted to provide high-quality, equitable radiology education that begins during preclinical training with respect to the students' opinions.

A Primer on the Role of iPhone Apps in Medical and Radiology Education and How to Develop Them.

Among the numerous innovations implemented in medical education since the beginning of the 21st century, small-group learning experiences have worked well for modern students and the application of computer technology provided access to thousands of lectures, images, and slides via the internet. This has helped to build an electronic foundation on which further educational adaptations have arisen in the current era, coupled with the altered communications landscape represented by Apple's introduction of the iPhone and Google's subsequent entrance onto the playing field. With the advent of smartphone applications (apps), education has taken on an even more personalized approach. Data show that the use of educational apps has been embraced by today's nursing and medical students, notably including radiology students. We survey recent research on the use and desirability of medical apps and offer practical tips for those ready to embark on developing medical, particularly radiology, educational apps including how to assess and hone them for optimal use.

The Impact of Artificial Intelligence on Radiology Education in the Wake of Coronavirus Disease 2019.

The Impact of Artificial Intelligence on Radiology Education in the Wake of Coronavirus Disease 2019.

Radiology Education and Training 2022-2032: Are We in Danger of Fighting Yesterday's War?

The nearly 3 years since the onset of the coronavirus (COVID-19, or COVID) pandemic have led to changes in many parts of our world that may have otherwise taken decades to evolve. Whether we are speaking about people working remotely (in hybrid or full-time remote models) or the increase of remote conferences with a commensurate decrease of in-person meetings, there is little that has not been affected by the pandemic. The societal cost may be highest in terms of how education has changed—will the lack of in-person teaching lead to future shortcomings in the knowledge base of radiology trainees and other medical learners? Even at the level of how conference attendance is tracked, we have had to rethink our approach and make online resources available [1].