Radiology training. What good looks like, now and in the future

Harden, S.; Anstee, A.; Craven, I.; Davies, Santosh; Dhillon, Permesh Singh; Johnston, M.; Jones, J.; Rajesh, A.; Wardle, P.; Young, J.; Ramsden, W.H.

doi:10.1016/j.crad.2022.08.121

Cited by 6 publications

(3 citation statements)

References 8 publications

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“…At the same time, it has given rise to new ways of virtual education. Remote training platforms and virtual teaching alternatives such as webinars and simulated MDTs have rapidly evolved in the past years and will likely continue to form a central component of future education, even now that lockdown restrictions have largely ended [ 5 ]. Ideally, the benefits of virtual and hands-on training should be combined into one program, which is why in 2022, we developed a novel virtual hands-on training course focused on MRI of rectal cancer.…”

Section: Introductionmentioning

confidence: 99%

Outcomes and potential impact of a virtual hands-on training program on MRI staging confidence and performance in rectal cancer

El Khababi,

Beets-Tan,

Tissier

et al. 2023

Eur Radiol

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Objectives To explore the potential impact of a dedicated virtual training course on MRI staging confidence and performance in rectal cancer. Methods Forty-two radiologists completed a stepwise virtual training course on rectal cancer MRI staging composed of a pre-course (baseline) test with 7 test cases (5 staging, 2 restaging), a 1-day online workshop, 1 month of individual case readings (n = 70 cases with online feedback), a live online feedback session supervised by two expert faculty members, and a post-course test. The ESGAR structured reporting templates for (re)staging were used throughout the course. Results of the pre-course and post-course test were compared in terms of group interobserver agreement (Krippendorf’s alpha), staging confidence (perceived staging difficulty), and diagnostic accuracy (using an expert reference standard). Results Though results were largely not statistically significant, the majority of staging variables showed a mild increase in diagnostic accuracy after the course, ranging between + 2% and + 17%. A similar trend was observed for IOA which improved for nearly all variables when comparing the pre- and post-course. There was a significant decrease in the perceived difficulty level (p = 0.03), indicating an improved diagnostic confidence after completion of the course. Conclusions Though exploratory in nature, our study results suggest that use of a dedicated virtual training course and web platform has potential to enhance staging performance, confidence, and interobserver agreement to assess rectal cancer on MRI virtual training and could thus be a good alternative (or addition) to in-person training. Clinical relevance statement Rectal cancer MRI reporting quality is highly dependent on radiologists’ expertise, stressing the need for dedicated training/teaching. This study shows promising results for a virtual web-based training program, which could be a good alternative (or addition) to in-person training. Key Points • Rectal cancer MRI reporting quality is highly dependent on radiologists’ expertise, stressing the need for dedicated training and teaching. • Using a dedicated virtual training course and web-based platform, encouraging first results were achieved to improve staging accuracy, diagnostic confidence, and interobserver agreement. • These exploratory results suggest that virtual training could thus be a good alternative (or addition) to in-person training.

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Section: Introductionmentioning

confidence: 99%

Outcomes and potential impact of a virtual hands-on training program on MRI staging confidence and performance in rectal cancer

El Khababi,

Beets-Tan,

Tissier

et al. 2023

Eur Radiol

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“…The three examples above illustrate how resourceful radiology educators can quickly adapt and use virtual online platforms during the height of the pandemic [ 6 11 ]. More importantly, as we transition to a post-pandemic world, we should take the opportunity to familiarize ourselves with basic pedagogical concepts and medical educator skillsets.…”

mentioning

confidence: 99%

“…The main advantage of teaching using remote platforms is increased accessibility, even in unprecedented geographically diverse regions [ 11 ]; however, videoconferencing fatigue is an important limitation [ 14 15 ]. Hence, it is timely to consider the curriculum and pedagogical design to continue the next step in the development of online (and offline) teaching methods and resources, since what developed organically and out of sheer necessity in the early days of pandemic education may be haphazard and unfit for purpose in the long run.…”

mentioning

confidence: 99%