A comprehensive objective-based curriculum for radiology residents

Mundy, Wanda M.; Binet, Eugene F.

doi:10.1016/s1076-6332(05)80155-2

Cited by 9 publications

(2 citation statements)

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“…Others borrow heavily from educational literature presenting concepts such as: goals and objectives, the dynamic nature of curricular content, methods of instruction, faculty training, infrastructure needs, and methods of evaluating both faculty and students. 1 , 6 , 40 , 79 , 80 The authors explain that it is imperative that radiology education adopt these educational models to adequately educate future radiologists. 81 …”

Section: Discussionmentioning

confidence: 99%

Radiology Undergraduate and Resident Curricula: A Narrative Review of the Literature

Linaker

2015

Journal of Chiropractic Humanities

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ObjectiveThe purpose of this study was to examine the literature regarding radiology curricula for both undergraduates and residents.MethodsA review of the literature was performed using relevant key words. Articles were retrieved through December 2012 using PubMed, ScienceDirect, ERIC, Proquest, and ICL databases along with a manual review of references.ResultsOf the 4716 unique abstracts reviewed by the author, 142 were found to be relevant to the purpose of this study. Undergraduate radiology education, radiology curriculum, and radiology pedagogy vary widely between disciplines and between colleges within disciplines. Formal radiology education is not taught at all medical programs and little radiology training is incorporated into non-radiology residencies. This results in some medical graduates not being taught how to interpret basic radiology images and not learning contraindications and indications for ordering diagnostic imaging tests. There are no definitive studies examining how to incorporate radiology into the curriculum, how to teach radiology to either undergraduates or residents, or how to assess this clinical competency.ConclusionsThis review shows that radiology education is perceived to be important in undergraduate and residency programs. However, some programs do not include radiology training, thus graduates from those programs do not learn radiology essentials.

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Section: Discussionmentioning

confidence: 99%

Radiology Undergraduate and Resident Curricula: A Narrative Review of the Literature

Linaker

2015

Journal of Chiropractic Humanities

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“…O CBR recomenda que o treinamento em instituições afiliadas deverá ter a duração máxima de quatro meses durante os três anos do programa de Residên-cia Médica em Radiologia (12) . Outra sugestão apresentada foi uma dedicação maior e supervisão constante do preceptor às atividades do médico residente.…”

Section: Discussionunclassified

A residência em Radiologia: o ponto de vista do médico residente

Sousa

Koch

2001

Radiol Bras

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The authors interviewed 211 medical residents from 44 health care institutions in which Residency in Radiology programs were accredited or had projects recognized by the National Committee of Medical Radiology programs were accredited or had projects recognized by the National Committee of Medical Radiology programs were accredited or had projects recognized by the National Committee of Medical Radiology programs were accredited or had projects recognized by the National Committee of Medical Radiology programs were accredited or had projects recognized by the National Committee of Medical Residency. During these interviews, positive and negative aspects of medical residence in radiology programs Residency. During these interviews, positive and negative aspects of medical residence in radiology programs Residency. During these interviews, positive and negative aspects of medical residence in radiology programs Residency. During these interviews, positive and negative aspects of medical residence in radiology programs Residency. During these interviews, positive and negative aspects of medical residence in radiology programs were presented along with suggestions of improvement. The residents pointed out the number of exams were presented along with suggestions of improvement. The residents pointed out the number of exams were presented along with suggestions of improvement. The residents pointed out the number of exams were presented along with suggestions of improvement. The residents pointed out the number of exams were presented along with suggestions of improvement. The residents pointed out the number of exams performed and the diversity of diseases diagnosed as the most relevant features of these programs. One of performed and the diversity of diseases diagnosed as the most relevant features of these programs. One of performed and the diversity of diseases diagnosed as the most relevant features of these programs. One of performed and the diversity of diseases diagnosed as the most relevant features of these programs. One of performed and the diversity of diseases diagnosed as the most relevant features of these programs. One of the negative features appointed by the residents was the excessive number of damaged or obsolete equipment the negative features appointed by the residents was the excessive number of damaged or obsolete equipment the negative features appointed by the residents was the excessive number of damaged or obsolete equipment the negative features appointed by the residents was the excessive number of damaged or obsolete equipment the negative features appointed by the residents was the excessive number of damaged or obsolete equipment and the lack of some equipment. The most important suggestions pointed out were the interchange of resiand the lack of some equipment. The most important suggestions pointed out were the interchange of resiand the lack of some equipment. The most important suggestions pointed out were the interchange of resiand the lack of some equipment. The most important s...

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