S ources of radiation exposure to the U.S. population are derived from five broad categories: (a) ubiquitous background radiation (including radon); (b) medical procedures in patients; (c) consumer products or activities involving radiation sources; (d) industrial, security, medical, educational, and research radiation sources; and (e) occupational sources in specific categories of workers. Comprehensive assessments of the frequency and associated doses from radiologic and nuclear medicine procedures are conducted only rarely. In the United States, assessments of diagnostic radiologic procedures were conducted in 1964 (1), 1970 (2), and 1980 (3) by the U.S. Food and Drug Administration and Mettler et al (4). Beginning about 1980, the Center for Devices and Radiological Health of the Food and Drug Administration conducted more focused surveys, which included dosimetry data for selected radiologic procedures. The last comprehensive estimates of uses of medical radiation in the United States were performed more than 10 years ago and were published in 2009 by Mettler et al (5) and the National Council on Radiation Protection and Measurements (NCRP) in its Report 160 (6) using data

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Peripheral nerve tumors are often evaluated with magnetic resonance imaging (MRI), although there are many advantages offered with high-resolution ultrasonography (HRUS). This case report emphasizes the value of HRUS in the diagnosis and management of a patient with a cystic radial nerve Schwannoma. In addition, information on tumor stiffness, obtained with shear-wave sonoelastography (SWE), is presented.

Objective: The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods: Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results: Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating .4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings .4.0 and overall agreement levels of 70%-100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions: The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.