Virtual radiology rounds: adding value in the digital era

Fefferman, Nancy R.; Strubel, Naomi; Prithiani, Chandan P.; Chakravarti, Sujata; Caprio, Martha; Recht, Michael P.

doi:10.1007/s00247-016-3675-y

Cited by 19 publications

(11 citation statements)

References 4 publications

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“…While remote access to Radiology workstations and advances in telecommunications have enabled a remote learning environment in DR (7,18,19), the hands-on nature of IR training makes it more challenging in a virtual setting. There is currently no sufficient evidence in the literature to support the validity of remote and simulated training in IR and its effect on patient outcomes.…”

Section: Implications On Hands-on Experience For Ir Traineesmentioning

confidence: 99%

Diagnostic and Interventional Radiology Case Volume and Education in the Age of Pandemics: Impact Analysis and Potential Future Directions

Gabr

Schenning

et al. 2020

Academic Radiology

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Rationale and Objectives: To assess the immediate impact of the COVID-19 pandemic on Diagnostic and Interventional Radiology education, and to propose measures to preserve and augment trainee education during future crises. Materials and Methods: Diagnostic Radiology (DR) studies and Interventional Radiology (IR) procedures at a single tertiary-care teaching institution between 2015 and 2020 were reviewed. DR was divided by section: body, cardiothoracic, musculoskeletal (MSK), neuroradiology, nuclear medicine, pediatrics, and women's imaging. IR was divided by procedural types: arterial, venous, lymphatic, core, neuro, pediatrics, dialysis, cancer embolization or ablation, noncancer embolization, portal hypertension, and miscellaneous. Impact on didactic education was also assessed. ANOVA, t test, and multiple comparison correction were used for analysis. Results: DR and IR caseloads decreased significantly in April 2020 compared to April of the prior 5 years (both p < 0.0001). Case volumes were reduced in body (49.2%, p < 0.01), MSK (54.2%, p < 0.05), neuro (39.3%, p < 0.05), and women's imaging (75.5%, p < 0.05) in DR, and in arterial (62.6%, p < 0.01), neuro IR (57.6%, p < 0.01) and core IR (42.6%, p < 0.05) in IR. IR trainee average caseload in April 2020 decreased 51.9% compared to April of the prior 5 years (p < 0.01). Utilization of online learning increased in April. Trainees saw significant increases in overall DR didactics (31.3%, p = 0.02) and no reduction in IR didactics, all online. Twelve major national and international DR and IR meetings were canceled or postponed between March and July. Conclusion: Decreases in caseload and widespread cancellation of conferences have had significant impact on DR/IR training during COVID-19 restrictions. Remote learning technologies with annotated case recording, boards-style case reviews, procedural simulation and narrated live cases as well as online lectures and virtual journal clubs increased during this time. Whether remote learning can mitigate lost opportunities from in-person interactions remains uncertain. Optimizing these strategies will be important for potential future restricted learning paradigms and can also be extrapolated to augment trainee education during unrestricted times.

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Section: Implications On Hands-on Experience For Ir Traineesmentioning

confidence: 99%

Diagnostic and Interventional Radiology Case Volume and Education in the Age of Pandemics: Impact Analysis and Potential Future Directions

Gabr

Schenning

et al. 2020

Academic Radiology

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“…Literature exists examining the value of remote or 'virtual' radiology review among clinicians (in a pediatric ICU setting, for example) and among residents during the COVID-19 pandemic (2,3,4). At one academic center, radiology residents' responses to remote imaging read-outs with supervising faculty were largely positive in regards to social distancing, technology, and autonomy, although remote resident read-outs suffered in regards to efficiency and a loss of camaraderie (3).…”

mentioning

confidence: 99%

Medical Student Engagement and Educational Value of a Remote Clinical Radiology Learning Environment: Creation of Virtual Read-Out Sessions in Response to the COVID-19 Pandemic

et al. 2021

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Rationale and Objectives: The need for social distancing has resulted in rapid restructuring of medical student education in radiology. While students traditionally spend time learning in the reading room, remote clinical learning requires material shared without direct teaching at the radiology workstation. Can remote clinical learning meet or exceed the educational value of the traditional in-person learning experience? Can student engagement be matched or exceeded in a remote learning environment? Materials and Methods: To replace the in-person reading room experience, a small-group learning session for medical students named Virtual Read-Out (VRO) was developed using teleconferencing software. After Institutional Review Board approval, two student groups were anonymously surveyed to assess differences in student engagement and perceived value between learning environments: "Conventional" students participating in the reading room (before the pandemic) and "Remote" students participating in VRO sessions. Students reported perceived frequency of a series of five-point Likert statements. Based on number of respondents, an independent t-test was performed to determine the significance of results between two groups. Results: Twenty-seven conventional and 41 remote students responded. Remote students reported modest but significantly higher frequency of active participation in reviewing radiology exams (p < 0.05). There was significantly lower frequency of reported boredom among Remote students (p < 0.05). There was no significant difference in perceived educational value between the two groups. Conclusion: Students report a high degree of teaching quality, clinical relevance, and educational value regardless of remote or in-person learning format. Remote clinical radiology education can be achieved with equal or greater student interaction and perceived value in fewer contact hours than conventional learning in the reading room.

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“…The informants expressed that communication at rounds and conferences is appreciated, and essential for bilateral feed-back on cases, patient care and quality control, as emphasized by others 14,20,21. They also pointed at the experience and expertise of the participants involved, and the importance of allowing the radiologists enough scheduled time for round preparation, to optimize the outcome.…”

Section: Discussionmentioning

confidence: 97%

<p>Difficulties and possibilities in communication between referring clinicians and radiologists: perspective of clinicians</p>

Fatahi

Krupić

Hellström

2019

JMDH

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Purpose To investigate modes and quality of interprofessional communication between clinicians and radiologists, and to identify difficulties and possibilities in this context, as experienced by referring clinicians. Patients and methods Focus group interviews with 22 clinicians from different specialties were carried out. The leading question was: "How do you experience communication, verbal and nonverbal, between referring clinicians and radiologists?" Content analysis was used for interpretation of data. Results Overall, referring clinicians expressed satisfaction with their interprofessional communication with radiologists, and digital access to image data was highly appreciated. However, increased reliance on digital communication has led to reduced face-to-face contacts between clinicians and radiologists. This seems to constitute a potential threat to bilateral feedback, joint educational opportunities, and interprofessional development. Cumbersome medical information software systems, time constraints, shortage of staff, reliance on teleradiology, and lack of uniform format of radiology reports were mentioned as problematic. Further implementation of structured reporting was considered beneficial. Conclusion Deepened face-to-face contacts between clinicians and radiologists were considered prerequisites for mutual understanding, deepened competence and mutual trust; a key factor in interprofessional communication. Clinicians and radiologists should come together in order to secure bilateral feedback and obtain deepened knowledge of the specific needs of subspecialized clinicians.

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Virtual radiology rounds: adding value in the digital era

Abstract: Virtual radiology rounds are a viable alternative to radiology rounds enabling improved patient care and education of providers.

Cited by 19 publications

References 4 publications

Diagnostic and Interventional Radiology Case Volume and Education in the Age of Pandemics: Impact Analysis and Potential Future Directions

Diagnostic and Interventional Radiology Case Volume and Education in the Age of Pandemics: Impact Analysis and Potential Future Directions

Medical Student Engagement and Educational Value of a Remote Clinical Radiology Learning Environment: Creation of Virtual Read-Out Sessions in Response to the COVID-19 Pandemic

<p>Difficulties and possibilities in communication between referring clinicians and radiologists: perspective of clinicians</p>

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