Reading Room Electives: Say Goodbye to the “Radi-Holiday”

Naeger, David M.; Phelps, Andrew; Kohi, Maureen P.; Elicker, Brett M.; Ordovás, Karen; Webb, Emily M.

doi:10.1016/j.jacr.2012.09.023

Cited by 30 publications

(30 citation statements)

References 17 publications

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“…These student reactions are consistent with those previously reported suggesting that these challenges are common to the radiology elective experience and are not institution-specific [6,9]. Students in our study indicated that they wanted more responsibility during the elective which is contrary to a previous report that suggested that students may pursue radiology electives as an easier alternative to more intensive electives [6]. Students reported that they would like to interpret images independently and to review their findings with their preceptor or resident.…”

Section: Discussionsupporting

confidence: 91%

“…Despite the expected benefits of clinical radiology electives, students report varying levels of satisfaction with their experience [3–5]. In a 2013 study, students reported many challenges to engaging in their radiology electives including a lack of clear objectives, passive observership structure, and inconsistent physician contact and mentorship [6]. Despite these results, there have not been any studies evaluating the elective experience based on educational theory or documenting faculty experiences supervising elective students.…”

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confidence: 99%

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The Challenge with Clinical Radiology Electives: Student and Faculty Perspectives Identify Areas for Improvement

et al. 2019

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Purpose To determine medical students' and radiologists’ attitude toward radiology electives at a distributed medical school and identify specific areas for improvement. Methods During a single academic year, both students and faculty preceptors were surveyed anonymously following a senior radiology elective. The survey was based on an established theoretical framework for studying the educational environment which takes into account domains: (1) goal orientation, (2) organization/regulation, and (3) relationships. Mann-Whitney tests were performed to determine if there was any difference between the overall satisfaction of students and preceptors, responses from the different elective sites and students’ ratings of the domains. Statistical significance was set at P < .05. Thematic analysis was performed on the narrative comments to identify specific challenges. Results The response rate was 82.0% for students (95/116) and 19.5% (31/159) for radiologists. There was no difference in responses based on elective site. Overall, the elective was viewed positively by both groups however students rated their experience as significantly better than their preceptors ( P = .0012). Students viewed the relationships domain more positively than both the other two (goal orientation, P = .0001; organization/regulation, P = .0038). Thematic analysis identified that the student challenges were lack of autonomy, structured teaching, and preceptor continuity and the preceptor challenges were ambiguous learning objectives/expectations and insufficient resources. Conclusions The radiology elective challenges identified in this study provide educators with specific areas to target when updating radiology electives. A better elective experience may improve students' radiology knowledge and attitude towards the specialty as well as radiologists’ interest in teaching.

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Section: Discussionsupporting

confidence: 91%

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confidence: 99%

The Challenge with Clinical Radiology Electives: Student and Faculty Perspectives Identify Areas for Improvement

et al. 2019

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“…Examinations are probably underused in radiology clerkships, which are often observational and sometimes lack a formal structure, especially with regard to assessment [16]. Examinations motivate mastery of material and ensure that students and other educators take programming seriously [17].…”

Section: Radiologists Must Provide a Uniform Message And Experience Amentioning

confidence: 99%

Medical Student Radiology Education: Summary and Recommendations From a National Survey of Medical School and Radiology Department Leadership

Straus¹,

Webb²,

Kondo³

et al. 2014

Journal of the American College of Radiology

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137

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The ACR Task Force on Medical Student Education in Radiology, in partnership with the Alliance of Medical Student Educators in Radiology, investigated the current status of how and to what extent medical imaging was being taught in medical schools. The task force executed a 3-part survey of medical school deans, radiology department chairs, and intern physicians. The results provided an updated understanding of the status of radiology education in medical schools in the United States. This summary includes recommendations about how individual radiology departments and ACR members can assist in advancing the specialty of diagnostic radiology through medical student education.

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“…A few authors have provided suggestions on how to structure diagnostic radiology electives for senior medical students [1,2,4–6]. For example, Naeger et al [4] recommended providing goals and objectives on the first day of the elective, implementing a reliable attendance record, using mid- and end-of-elective evaluations, and having an attending radiologist assigned to the student with regular face-to-face meetings. Supplemental educational activities include gathering case histories, reviewing online teaching modules or articles, giving a presentation, or preparing a case report [4].…”

mentioning

confidence: 99%