Undergraduate radiology education in the era of dynamism in medical curriculum: An educational perspective

Pascual, Thomas; Chhem, Rethy K.; Wang, Shih‐Chang; Vujnović, Saša

doi:10.1016/j.ejrad.2010.08.039

Cited by 46 publications

(32 citation statements)

References 14 publications

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“…Undergraduate curriculum planners have little time available in the curriculum for topics such as radiology, which plays a central role in modern medical practice. Radiology today is integrated into the teaching of other disciplines, such as anatomy and pathology 1 . Radiology, being a visual discipline, is ideally suited to teaching using an e‐learning format.…”

Section: What Problems Were Addressed?mentioning

confidence: 99%

Using e-learning movies to teach radiology to students

Corr

2012

Medical Education

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Section: What Problems Were Addressed?mentioning

confidence: 99%

Using e-learning movies to teach radiology to students

Corr

2012

Medical Education

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“…Indeed, the American Medical Association deems US within the scope of practice of appropriately trained physicians (AMA, ), and the Accreditation Council for Graduate Medical Education (ACGME) now requires US training as part of residency programs in Emergency Medicine and Internal Medicine, specialties outside of those which have traditional utilized US such as Radiology and Obstetrics and Gynecology (ACGME, ). There are clear clinical advantages to US, and training in this modality is already required for select residencies, but worldwide there remains concerns over the adequacy of training standards and governance for nonspecialists utilizing US in clinic or in education (Pascual et al, ; Solomon and Saldana, ; Wittenberg, ), as well as uncertainty regarding the optimal time to introduce US training, what essentials should be covered, and the lack of outcome‐based evidence demonstrating the educational benefits of US for preclinical training (Hoppmann et al, ; Pascual et al, ; Wong et al, ; Bahner et al, ; Baltarowich et al, ).…”

Section: Introductionmentioning

confidence: 99%

The role of ultrasound in graduate anatomy education: Current state of integration in the United States and faculty perceptions

Royer

2016

Anatomical Sciences Ed

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Ultrasound (US) is increasingly taught in medical schools, where it has been shown to be a valuable adjunct to anatomy training. To determine the extent of US training in nonmedical anatomy programs, and evaluate anatomists' perceptions on the role of US in anatomy education, an online survey was distributed to faculty in anatomy Master's and Doctoral programs. Survey results sampled 71% of anatomy graduate degree programs nationally. Of the faculty surveyed, 65% report little to no experience with US. Thirty-six percent of programs surveyed incorporate exposure to US, while only 15% provide hands-on US training. Opportunities for anatomy trainees to teach with US were found in 12% of programs. Likert responses indicated that anatomists hold overwhelmingly positive views on the contributions of US to anatomy education: 91% agreed US reinforces anatomical concepts (average 4.33 ± 0.68), 95% agreed it reinforces clinical correlates (average 4.43 ± 0.65). Anatomists hold moderately positive views on the value of US to the future careers of anatomy graduates: 69% agreed US increases competitiveness on the job market (average 3.91 ± 0.90), 85% agreed US is a useful skill for a medical school teaching career (average 4.24 ± 0.75), and 41% agreed that US should be required for a medical education career (average 3.34 ± 1.09). With continued improvements in technology and the widespread adoption of US into diverse areas of clinical practice, medical education is on the cusp of a paradigm shift with regards to US. Anatomists must decide whether US is an essential skills for the modern anatomist. Anat Sci Educ 9: 453-467. © 2016 American Association of Anatomists.

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“…O docente da disciplina de Radiologia e Diagnóstico por Imagem no curso de Fisioterapia deve ser o especialista na área, habituado ao exercício profissional do fisioterapeuta, com o objetivo de ministrar os conteúdos adequados e desenvolver as habilidades necessárias, segundo um comportamento almejado para o aluno, assegurando atendimento global aos pacientes 10 . Nyhsen et al 2 relatam que somente uma pequena porcentagem dos estudantes de Medicina notou diferenças entre o ensino dado pelo radiologista e o ministrado por outros especialistas e avaliam que os clíni-cos não radiologistas ensinam em um nível mais básico, ao passo que os radiologistas mostram uma visão mais ampla e uma descrição anatômica mais detalhada. Se a dificuldade de acompanhar as atualizações na área radiológica for um fator determinante na heterogeneidade do tratamento do ensino radiológico, este mesmo profissional pode trazer para sua IES informações e meios que dimensionem e concretizem os avanços tecnológicos direcionados ao curso a que pertence.…”

Section: Resultsunclassified

“…Durante os anos que se seguiram até os dias de hoje, o ensino radiológico vem sendo analisado, discutido e projetado principalmente no que se refere ao currículo mínimo na graduação médica, à interdisciplinaridade, a impressões discentes, a métodos de ensino e à adequação da carga horária (CH) de Radiologia para a qualificação dos futuros profissionais [1][2][3][4][5] .…”

Section: Introductionunclassified