Aligning the Implicit Curriculum with the Explicit Curriculum in Radiology

Herr, Keith D.; George, Elizabeth; Agarwal, Vikas; McKnight, Colin D.; Jiang, Liwei; Jawahar, A.; Pakkal, Mini; Ulano, Adam; Ganeshan, Dhakshinamoorthy

doi:10.1016/j.acra.2019.12.028

Cited by 6 publications

(11 citation statements)

References 26 publications

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“…As a triage assistant, the medical student on duty is tasked with fielding phone calls and discussing clinical and imaging-related questions with referring physicians and the residents with whom they are working, similar to the workflow described in the literature ( 11 ). Within radiology, there has been a recent shift to embrace these skills in simulation-based training exercises for residents ( 12 ).…”

Section: Benefits Of Er-tapmentioning

confidence: 99%

Medical Students and the Informal Radiology Curriculum: Adopting the Emergency Radiology Triage Assistant Program (ER-TAP) Amid COVID-19

et al. 2023

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Section: Benefits Of Er-tapmentioning

confidence: 99%

Medical Students and the Informal Radiology Curriculum: Adopting the Emergency Radiology Triage Assistant Program (ER-TAP) Amid COVID-19

et al. 2023

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“…Krishna et al [ 7 ]’s review describe role modelling as “a process which may be formal or informal [ 1 , 59 , 63 – 70 , 80 , 81 , 84 – 90 , 92 , 94 , 97 , 100 – 105 , 108 , 116 , 119 – 146 ], immediate or delayed (requiring post-reflection) [ 59 , 60 , 65 , 67 , 69 , 81 , 86 , 88 , 89 , 94 , 98 , 101 , 106 – 108 , 110 , 114 , 121 , 142 , 146 – 149 ], involving seniors, peers, or others within the profession as a role model [ 1 – 3 , 59 , 61 , 62 , 65 , 67 , 68 , 70 – 72 , 74 , 76 , 89 , 91 , 94 , 97 , 100 , 102 – 106 , 108 , 109 , 113 , 114 , 116 , 118 , 132 , 134 , 135 , 137 ...…”

Section: Resultsmentioning

confidence: 99%

Role modelling in professional identity formation: a systematic scoping review

Koh

Renganathan

et al. 2023

BMC Med Educ

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Background Role modelling’s pivotal part in the nurturing of a physician’s professional identity remains poorly understood. To overcome these gaps, this review posits that as part of the mentoring spectrum, role modelling should be considered in tandem with mentoring, supervision, coaching, tutoring and advising. This provides a clinically relevant notion of role modelling whilst its effects upon a physician’s thinking, practice and conduct may be visualised using the Ring Theory of Personhood (RToP). Methods A Systematic Evidence Based Approach guided systematic scoping review was conducted on articles published between 1 January 2000 to 31 December 2021 in the PubMed, Scopus, Cochrane, and ERIC databases. This review focused on the experiences of medical students and physicians in training (learners) given their similar exposure to training environments and practices. Results 12,201 articles were identified, 271 articles were evaluated, and 145 articles were included. Concurrent independent thematic and content analysis revealed five domains: existing theories, definitions, indications, characteristics, and the impact of role modelling upon the four rings of the RToP. This highlights dissonance between the introduced and regnant beliefs and spotlights the influence of the learner’s narratives, cognitive base, clinical insight, contextual considerations and belief system on their ability to detect, address and adapt to role modelling experiences. Conclusion Role modelling’s ability to introduce and integrate beliefs, values and principles into a physician’s belief system underscores its effects upon professional identity formation. Yet, these effects depend on contextual, structural, cultural and organisational influences as well as tutor and learner characteristics and the nature of their learner-tutor relationship. The RToP allows appreciation of these variations on the efficacy of role modelling and may help direct personalised and longitudinal support for learners.

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“…In the Individual Ring, teaching improves interest in a particular field [ 104 – 106 , 125 – 127 ], influences career decisions [ 104 , 105 ], nurtures personal development/growth [ 106 , 110 , 128 – 139 ] and boosts career satisfaction [ 110 , 139 , 140 ]. In the Societal Ring, teaching increases academic [ 74 , 110 , 127 , 132 , 135 , 141 ] clinical [ 118 , 119 , 128 , 129 , 131 – 135 , 138 , 141 – 153 ] and research [ 104 , 110 , 126 , 154 – 156 ] competencies [ 110 , 118 , 119 , 130 , 136 , 137 , 139 , 143 , 149 , 155 , 157 , 158 ].…”

Section: Resultsmentioning

confidence: 99%

The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

et al. 2022

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Background Mentoring’s pivotal role in nurturing professional identity formation (PIF) owes much to its combined use with supervision, coaching, tutoring, instruction, and teaching. However the effects of this combination called the ‘mentoring umbrella’ remains poorly understood. This systematic scoping review thus aims to map current understanding. Methods A Systematic Evidence-Based Approach guided systematic scoping review seeks to map current understanding of the ‘mentoring umbrella’ and its effects on PIF on medical students and physicians in training. It is hoped that insights provided will guide structuring, support and oversight of the ‘mentoring umbrella’ in nurturing PIF. Articles published between 2000 and 2021 in PubMed, Scopus, ERIC and the Cochrane databases were scrutinised. The included articles were concurrently summarised and tabulated and concurrently analysed using content and thematic analysis and tabulated. The themes and categories identified were compared with the summaries of the included articles to create accountable and reproducible domains that guide the discussion. Results A total of 12201 abstracts were reviewed, 657 full text articles evaluated, and 207 articles included. The three domains identified were definitions; impact on PIF; and enablers and barriers. The mentoring umbrella shapes PIF in 3 stages and builds a cognitive base of essential knowledge, skills and professional attitudes. The cognitive base informs thinking, conduct and opinions in early supervised clinical exposure in Communities of practice (COP). The COPs’ individualised approach to the inculcation of desired professional characteristics, goals, values, principles and beliefs reshapes the individual’s identity whilst the socialisation process sees to their integration into current identities. Conclusion The mentoring umbrella’s provides personalised longitudinal support in the COP and socialisation process. Understanding it is key to addressing difficulties faced and ensuring holistic and timely support.

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Aligning the Implicit Curriculum with the Explicit Curriculum in Radiology

Cited by 6 publications

References 26 publications

Medical Students and the Informal Radiology Curriculum: Adopting the Emergency Radiology Triage Assistant Program (ER-TAP) Amid COVID-19

Medical Students and the Informal Radiology Curriculum: Adopting the Emergency Radiology Triage Assistant Program (ER-TAP) Amid COVID-19

Role modelling in professional identity formation: a systematic scoping review

The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

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