Coronavirus Disease 2019 (COVID-19) and Radiology Education—Strategies for Survival

Abstract

Radiology practices are facing unprecedented challenges not only in how they are providing care to patients but also in how to continue to educate the next generation of radiologists. Although the priority is on providing timely and high-quality imaging to patients, especially those infected with coronavirus disease 2019 (COVID-19), there is still a need to maintain our educational mission. For many institutions, remote learning has become the solution, although in reality, many radiology educators lack the expertise and experience using these technologies effectively.

Creating a COVID-19 Action Plan for GME Programs

“…Many programs have reported success in providing didactics over videoconferencing software, even for interactive sessions such as morning report. 11,[16][17][18] In addition to maintaining education as a priority, continuing educational conferences helps maintain a feeling of normalcy, which programs have reported residents desire. 10 The COVID-19 pandemic itself has served as an educational opportunity for residents to learn about epidemiology, population health, systemsbased care, and advocacy.…”

Together/Apart During Coronavirus Disease 2019 (COVID-19): Inclusion in the Time of Social Distancing

“…Actions: Conversion to virtual readouts and didactic lectures has been an effective means of maintaining a quality educational experience. With the use of direct messaging systems in PACS and a smooth transition to videoconferencing for didactic lectures, our trainees remain engaged in active radiology learning while on rotation and remotely from home [8].…”

Educación médica durante la pandemia delEducación médica durante la pandemia del COVID -19: iniciativas mundiales para el pregrado, internado y el residentado médico COVID -19: iniciativas mundiales para el pregrado, internado y el residentado médico

“…A la fecha, se han reportado algunos modelos de estrategias que permitirían preservar la educación de los residentes en los diferentes campos de formación [44,45] , debiendo sustentarse en algunos pilares que resumimos en la Tabla 4. Empero, resulta necesaria una articulación de esfuerzos entre el MINSA, el Consejo Nacional de Residentado Médico, el Colegio Médico del Perú y las universidades.…”