The Introduction of an Undergraduate Interventional Radiology (IR) Curriculum: Impact on Medical Student Knowledge and Interest in IR

Shaikh, Muhammad Ateeb; Shaygi, Benham; Asadi, Hamed; Thanaratnam, P.; Pennycooke, K.; Mirza, Moben; Lee, M.

doi:10.1007/s00270-015-1215-z

Cited by 40 publications

(45 citation statements)

References 14 publications

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“…This study shows that IR knowledge in Australian medical schools is relatively poor and mirrors trends reported in the international literature . Our results show considerable demand from students to improve this level of knowledge.…”

Section: Discussionsupporting

confidence: 60%

“…Additionally, medical specialists should be familiar with the increasing range of minimally invasive treatments available in their respective fields and be able to work collaboratively with IRs as part of a holistic, longitudinal and multidisciplinary approach to patient care. Nevertheless, it has been recognised within many European, North American and Asian countries that IR is underrepresented in the medical school curriculum and basic IR knowledge is lacking among medical students . To date, no similar studies have examined the standard of IR teaching and knowledge in Australian medical schools.…”

Section: Introductionmentioning

confidence: 99%

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Australian students’ perspective on interventional radiology education: A prospective cross‐institutional study

et al. 2018

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Section: Discussionsupporting

confidence: 60%

Section: Introductionmentioning

confidence: 99%

Australian students’ perspective on interventional radiology education: A prospective cross‐institutional study

et al. 2018

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“…Five of the former studies mentioned used a pre and post-intervention survey to test for improvement after the relevant learning modules [16,[19], [20], [21], [22]]. Table 2 describes the outcomes reported in each study, along with the relevant conclusions.…”

Section: Resultsmentioning

confidence: 99%

“…One study reported no performance improvement [20], whilst three studies reported a statistically significant increase in students’ motivation [16,19,22]. In two studies there were no performance or motivation outcome results reported [12,13].…”

Section: Resultsmentioning

confidence: 99%

Are interventional radiology and allied specialities neglected in undergraduate medical education? A systematic review

Emin

Ruhomauly

Theodoulou

et al. 2019

Annals of Medicine and Surgery

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ObjectivesMinimally invasive interventional approaches are gaining wider acceptance with several specialities incorporating such principles. Awareness and understanding of interventional principles require efficacious education and training methodologies. We performed a systematic review to identify all available interventional speciality learning modules or training opportunities available for undergraduate medical students. We also propose a standardised framework for relevant modules.MethodsWe searched PubMed and all Ovid databases with no language restriction for studies that report and evaluate interventional speciality educational modules or similar training initiatives. We followed a prospective protocol (PROSPERO registration: CRD42018110006). Internal and external validity of the included studies was assessed. Qualitative synthesis of data was performed to define performance improvement and/or motivation towards a career in an interventional speciality.ResultsOut of 6081 records, 17 studies met the inclusion criteria, 15 of which were focused on interventional radiology. More than half of studies (9/17) were surveys where student knowledge and interest were reported as poor. 5 out of 6 studies which assessed the effect of educational interventions concluded to improved knowledge or performance. Most surveys concluded that early exposure can increase interest towards such specialities, improve knowledge and relevant motivation.ConclusionsFew studies report teaching initiatives in interventional radiology and other interventional specialities, reflecting the poor relevant motivation and knowledge amongst medical students. Simple interventions e.g. introductory lectures and simulation sessions spark interest in students and also improve knowledge as proven in the case of interventional radiology. Standardisation of such efforts via a suggested framework, Strategy Development Framework for Interventional Radiology, can further optimise such outcomes.

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“…Major factors causing poor knowledge about vascular surgery (VS) among undergraduate and postgraduate students are (1) lack of VS as a core subject in medical student curricula, 10,11 (2) lack of formal VS clerkship to practice and learn clinical skills, 12 (3) sharing PAD management with interventional radiologists, 13 and (4) implementation of a curriculum of minimal intervention procedures within the core subject of radiology, obscuring the need for VS. 14 The importance of VS is attributed to the rapidly increasing number of aging patients having vascular diseases. 13 Indeed, the US Census Bureau projects a total population increase of approximately 74 million, of whom 40 million will be older than 65 years of age, underscoring that the number of people older than 65 years will double by 2040.…”

mentioning

confidence: 99%

Vascular Educational Needs in the “Real World” and Teaching of Vascular Surgery in Medical Schools

et al. 2016

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The prevalence of peripheral arterial disease (PAD) is 3% to 10% in the general population, increasing to 15% to 20% in those older than 70 years. 1 The Reduction of Atherothrombosis for Continued Health survey showed that almost 66% of patients with PAD had clinical evidence of other vascular disease. 2 Coronary artery disease is the most common cause of death among patients with PAD (40%-60%), cerebral artery disease accounts for 10% to 20% of deaths, 1,2 and 10% of deaths have been attributed to other vascular events, mostly ruptured aortic aneurysm.Although PAD is a major cause of mortality and morbidity, postgraduate doctors have poor knowledge about this topic. 3 Schwarcz et al recorded a moderate percentage of correct answers by internal medicine interns when questioned with respect to prevalence, screening, and treatment of vascular diseases (48.9%, 33.8%, and 45.0%, respectively). 4 Although the ankle-brachial index (ABI) is considered a reliable and accurate vascular biomarker in primary and secondary prevention of cardiovascular events, 5 Wyatt et al documented a poor level of baseline knowledge of calculation and interpretation of ABI among internal medicine residents, irrespective of the year of residency. 6 Likewise, Chaudru et al reported poor scores of 22%, 13%, and 41% among residents from 6 different medical schools in France regarding correct ABI measurement, calculation, and interpretation, respectively. 7 Therefore, it is not surprising that Campbell et al recorded uncertainty and disagreement about the skills expected from medical students by their tutors, with only one-third of the instructors considering the ability to estimate ABI using a Doppler device as necessary. 8 In agreement with deficient PAD knowledge at pre-and immediate postgraduate level, a survey in central Greece documented that PAD remains underdiagnosed and undertreated not only due to insufficient patient information and screening but also due to lack of awareness and inadequate vascular examination by many physicians in primary care. 9

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The Introduction of an Undergraduate Interventional Radiology (IR) Curriculum: Impact on Medical Student Knowledge and Interest in IR

Abstract: Delivering an undergraduate IR curriculum increased the knowledge and understanding of various aspects of IR and also the general enthusiasm for pursuing this specialty as a future career choice.

Cited by 40 publications

References 14 publications

Australian students’ perspective on interventional radiology education: A prospective cross‐institutional study

Australian students’ perspective on interventional radiology education: A prospective cross‐institutional study

Are interventional radiology and allied specialities neglected in undergraduate medical education? A systematic review

Vascular Educational Needs in the “Real World” and Teaching of Vascular Surgery in Medical Schools

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