Online Hide and Seek: Allopathic US Medical Schools’ Radiology Education Virtual Presence

Smith, Elana B.; Sherrill, Gary C.; Lewis, Petra J.; Faykus, Mason W; Jordan, Sheryl G.

doi:10.1067/j.cpradiol.2021.03.005

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…Radiology teaching to medical students has been underscored [16,23,24]. In the last two decades, the field of radiology has advanced tremendously, but undergraduate radiology teaching has not achieved a similar growth.…”

Section: Discussionmentioning

confidence: 99%

Teaching radiology in Egyptian medical schools: Where do we stand and how can we start?

Badawy

Rohren

Elhatw

et al. 2022

Egypt J Radiol Nucl Med

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Background Radiology serves in the diagnosis and management of many diseases. Despite its rising importance and use, radiology is not a core component of a lot of medical school curricula. This survey aims to clarify current gaps in the radiological education in Egyptian medical schools. In February–May 2021, 5318 students enrolled in Egyptian medical schools were recruited and given a 20-multiple-choice-question survey assessing their radiology knowledge, radiograph interpretation, and encountered imaging experiences. We measured the objective parameters as a percentage. We conducted descriptive analysis and used Likert scales where values were represented as numerical values. Percentages were graphed afterwards. Results A total of 5318 medical students in Egypt answered our survey. Gender distribution was 45% males and 54% females. The results represented all 7 class years of medical school (six academic years and a final training year). In assessing students’ knowledge of radiology, most students (75%) reported that they received ‘too little’ education, while 20% stated the amount was ‘just right’ and only 4% reported it was ‘too much.’ Sixty-two percent of students stated they were taught radiology through medical imaging lectures. Participants’ future career plans were almost equally distributed. Near half of participants (43%) have not heard about the American College of Radiology Appropriateness Criteria (ACR-AR), while 39% have heard about it but are not familiar with. Conclusions Radiology is a novel underestimated field. Therefore, medical students need more imaging exposure. To accomplish this, attention and efforts should be directed toward undergraduate radiology education to dissolve the gap between radiology and other specialties during clinical practice. A survey answered by medical students can bridge between presence of any current defect in undergraduate radiology teaching and future solutions for this topic.

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Section: Discussionmentioning

confidence: 99%

Teaching radiology in Egyptian medical schools: Where do we stand and how can we start?

Badawy

Rohren

Elhatw

et al. 2022

Egypt J Radiol Nucl Med

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show abstract

“…Researchers define virtual education as a technology-based, organizationally structured, and management-focused system that enables students to learn through the internet and facilitates their learning in this process. In fact, virtual education, with all its hardware and software capabilities, is driving human knowledge towards a significant revolution, towards an internet-based education network and innovative learning methods (Cowperthwait et al, 2021;Smith et al, 2022). Various strategies have been used to facilitate learning conditions and meet the increasing demand of university applicants.…”

Section: Introductionmentioning

confidence: 99%

Presenting a Model for Virtual Education Using Interpretive Structural Modeling Method at Farhangian University of Khorasan Razavi

Delghandi,

Karimi,

Nodehi

et al. 2023

IJIMOB

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Objective: The primary goal of this research was to present a model for virtual education using the interpretive structural modeling method at Farhangian University in Khorasan Razavi. Method: The current research methodology was qualitative and applied in nature. Participants included faculty members from Farhangian University in Khorasan Razavi, selected purposively with a sample size of 13 individuals. The research tool was semi-structured interviews, the validity of which was established through face validity, and reliability was determined by an agreement coefficient between coders, resulting in a 0.85 upon re-coding between the researcher and an external coder. Additionally, a researcher-developed questionnaire was designed based on qualitative findings and distributed among the sample members. Data analysis employed coding analysis, and for the initial stage of identifying factors, the interpretive structural modeling (SIM) method was used. Findings: The findings indicated that the virtual education model consists of five levels and priorities, including: Level One: Futuristic Vision; Level Two: Targeted Educational Quality, Measurability, Support Services, Information and Content; Level Three: Accessibility, Knowledge Management, and Flexibility in Education; Level Four: Pedagogical, Technological Factors, and Organizational Factors; and Level Five: Integrated Management. Conclusion: Based on this research, the board of trustees, policymakers, senior managers, and the central university planning organization can work towards improving virtual education at Farhangian University, specifically as a pilot in Farhangian University of Khorasan Razavi. The managers of this academic unit can create conditions to implement the findings of this research to enhance education, particularly virtual education at this university.

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“…Radiology education in many medical schools is often not part of the required curriculum and is only offered in the forms of electives often taught by non-radiologists, such as anatomists [ 6 , 7 ]. Effective radiology education not only exposes medical students to the field of radiology but also can inspire students to pursue careers in radiology and build a strong foundation of basic radiology knowledge [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

Multidisciplinary approach of teaching radiology to medical students in Egypt: Is this an effective method?

Nabhani

Xie

Badawy

et al. 2021

Egypt J Radiol Nucl Med

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Background In multidisciplinary education, different perspectives from more than one discipline are used to illustrate a certain topic. The aim of this study was to evaluate the effectiveness of an online, multidisciplinary radiology curriculum to teach radiology to medical students in Egypt. A multidisciplinary team of radiologists, surgeons, and internists taught a series of 5 case-based radiology sessions on a web conference platform. Topics included common clinical case scenarios for various body systems. Undergraduate medical students across Egypt were enrolled in the course. A pre-test–post-test design was used to evaluate the efficacy of each session. Upon course completion, students filled out a subjective survey to assess the radiology education series. Results On average, 1000 students attended each session. For each session, an average of 734 students completed both the pre-test and post-test. There was a statistically significant increase in post-test scores compared to pre-test scores across all 5 sessions (p < 0.001) with an overall average score improvement of 63%. A subjective survey at the end of the course was completed by 1027 students. Over 96% of students found the lecture series to be a worthwhile experience that increased their imaging knowledge and interest in radiology, and that the use of a multidisciplinary approach added educational value. About 66% of students also reported that the session topics were “excellent and clinically important.” There was a marked increase in reported confidence levels in radiology competencies before and after attendance of the sessions. Conclusions An online radiology curriculum with a multidisciplinary approach can be implemented successfully to reach a large group of medical students and meet their educational objectives.

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Online Hide and Seek: Allopathic US Medical Schools’ Radiology Education Virtual Presence

Cited by 4 publications

References 19 publications

Teaching radiology in Egyptian medical schools: Where do we stand and how can we start?

Teaching radiology in Egyptian medical schools: Where do we stand and how can we start?

Presenting a Model for Virtual Education Using Interpretive Structural Modeling Method at Farhangian University of Khorasan Razavi

Multidisciplinary approach of teaching radiology to medical students in Egypt: Is this an effective method?

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