Medical imaging education opportunities for junior doctors and non‐radiologist clinicians: A review

Abstract

Medical imaging plays a critical role in clinical decision-making across disciplines, and as such, there is frequent need for non-radiologist clinicians to interact with medical imaging. This review examines the literature about the delivery of medical imaging education to non-radiologist clinicians, spanning junior doctors, advanced trainees and specialists. Knowledge of medical imaging among non-radiologist clinicians is paramount to the quality of patient care, with calls for formal implementation of radiology education into nonimaging specialty training programmes. Overall, there is a demand across non-imaging disciplines for greater formalised medical imaging education. Concerns are raised that too great a reliance on informal methods of teaching radiology, for example in ward settings, results in greater variation in the quality and volume of educational opportunities and risks the perpetuation of erroneous attitudes and practices. The evolution of the medical imaging workplace and increasing utilisation of remote reporting has distanced the collaborative relationship between radiologists and their non-imaging colleagues, diminishing opportunities for ad hoc learning and engagement in larger formalised educational collaborations. Ideally, radiologists should be directly involved in the development and delivery of medical imaging education to post-graduate doctors to not only benefit patient care but also foster interspecialty relationships and respect. Evidence supports the value of structured radiological teaching opportunities, including tutorials, lectures and electronic resources, in improving medical imaging skills among non-radiologist clinicians. There is wide scope for growth in the e-learning arena to address this demand for quality and accessible imaging education for our non-radiology colleagues.

Assessing the impact of 3D image segmentation workshops on anatomical education and image interpretation: A prospective pilot study

“…A notable strength of our study is using 3D segmentation as interpretation even as a non-radiologist clinician. As such, there is a demand for the delivery of more medical imaging education at all levels, ranging from medical students to non-radiologist specialists (Ayesa et al, 2021). 3D segmentation may be an engaging and complementary teaching tool that is able to effectively train doctors and students in radiological interpretation.…”

“…A study by Ayesa et al also highlighted the lack of more formal medical imaging education at all levels of medical training, from medical students to non‐radiologist specialists, as well as the critical role of medical image interpretation even as a non‐radiologist clinician. As such, there is a demand for the delivery of more medical imaging education at all levels, ranging from medical students to non‐radiologist specialists (Ayesa et al, 2021). 3D segmentation may be an engaging and complementary teaching tool that is able to effectively train doctors and students in radiological interpretation.…”

The effect of a training webinar on decreasing inter-observer variability in making a radiologic diagnosis of bronchiectasis

“…We employed Web-based training due to the constraints of the SARS-CoV-2 pandemic on in-person meetings at our institution. Web-based radiology training has been piloted in a variety of educational programs with mixed results [20][21][22]. There is some suggestion that Web-based learning impairs tacit learning which is an important means of skill transfer.…”

Anatomical Ignorance Resulting in Iatrogenic Causes of Human Morbidity

“…In another study that surveyed interns on their experience learning radiology in medical school, 52% reported that the education was not sufficient to prepare them upon graduating [ 46 ]. A randomized trial examined 100 senior medical students who had a medical imaging learning pathway incorporated into their curriculum [ 46 ]. They spent a minimum of 8 hours learning radiology, as well as adaptive learning tutorials on clinical use and imaging interpretations.…”

“…They spent a minimum of 8 hours learning radiology, as well as adaptive learning tutorials on clinical use and imaging interpretations. The conclusion of the study found that students in the clinical phase had greater learning benefits than those in the pre-clinical phase, and the former completed the tasks in less time [ 46 ]. The sensitivity in finding pathologies in chest radiographs was between 20% and 65% in one emergency department [ 47 ].…”