“Virtual Radiology Workstation”: Improving Medical Students’ Radiology Rotation

Rizvi, Tanvir

doi:10.1007/s40670-020-00920-5

Cited by 11 publications

(17 citation statements)

References 7 publications

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“…Resources that utilize dynamic capabilities of a PACS DICOM viewer are more reflective of radiology practice and allow for a more enduring learning experience. Institutions elsewhere have described various educational models to address this limitation; however, the majority focus on the education of medical students as opposed to radiology residents (7). For example, integrated DICOM viewer workstations were installed in a reading room to enhance medical student education (8).…”

Section: Discussionmentioning

confidence: 99%

Radiology Education in the Time of COVID-19: A Novel Distance Learning Workstation Experience for Residents

et al. 2020

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Rationale and Objectives: The coronavirus disease of 2019 (COVID-19) pandemic has challenged the educational missions of academic radiology departments nationwide. We describe a novel cloud-based HIPAA compliant and accessible education platform which simulates a live radiology workstation for continued education of first year radiology (R1) residents, with an emphasis on call preparation and peer to peer resident learning. Materials and Methods: Three tools were used in our education model: Pacsbin (Orion Medical Technologies, Baltimore, MD, pacsbin. com), Zoom (Zoom Video Communications, San Jose, CA, zoom.us), and Google Classroom (Google, Mountain View, CA, classroom.google.com). A senior radiology resident (R2-R4) (n = 7) driven workflow was established to provide scrollable Digital Imaging and Communications in Medicine (DICOM) based case collections to the R1 residents (n = 9) via Pacsbin. A centralized classroom was created using Google Classroom for assignments, reports, and discussion where attending radiologists could review content for accuracy. Daily case collections over an 8-week period from March to May were reviewed via Zoom video conference readout in small groups consisting of a R2-R4 teacher and R1 residents. Surveys were administered to R1 residents, R2-4 residents, and attending radiologist participants. Results: Hundred percent of R1 residents felt this model improved their confidence and knowledge to take independent call. Seventyeight percent of the R1 residents (n = 7/9) demonstrated strong interest in continuing the project after pandemic related restrictions are lifted. Based on a Likert "helpfulness" scale of 1-5 with 5 being most helpful, the project earned an overall average rating of 4.9. Two R2-R4 teachers demonstrated increased interest in pursuing academic radiology. Conclusion: In response to unique pandemic circumstances, our institution implemented a novel cloud-based distance learning solution to simulate the radiology workstation. This platform helped continue the program's educational mission, offered first year residents increased call preparation, and promoted peer to peer learning. This approach to case-based learning could be used at other institutions to educate residents.

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Section: Discussionmentioning

confidence: 99%

Radiology Education in the Time of COVID-19: A Novel Distance Learning Workstation Experience for Residents

et al. 2020

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“…Innovative solutions were required, considering the psychological impact on the trainee and teacher. Institutions involved in radiology education require considerable investment and retooling to incorporate appropriate digital technologies to simulate a clinical type learning environment[ 75 ]. To survive and meet these challenges, we must continue to embrace varying strategies to maintain undergraduate and postgraduate radiology education in a safe environment, particularly with COVID-19 surging around us.…”

Section: Radiology Education Training and Practice: Impact Of Covid-19 Pandemicmentioning

confidence: 99%

“…Radiology Educators should also continue to increasingly integrate the use of recorded cases, enhance online lectures, digital repositories of educational cases, virtual journal clubs, and also acquire simulator-based training equipment. Teaching institutions should invest in appropriate technology and incorporate the utilization of the dynamic capabilities of an actual Radiology viewing platform, which facilitates a better learning experience for the Radiology Resident, mimicking a real-life scenario[ 75 ]. This is preferred to viewing static cases in film libraries, textbooks, and online databases, and will be a suitable substitute for the workstation learning experience.…”

Section: Radiology Education Training and Practice: Impact Of Covid-19 Pandemicmentioning

confidence: 99%

Impact of COVID-19 pandemic on radiology education, training, and practice: A narrative review

Majumder¹,

Gaur²,

Singh³

et al. 2021

WJR

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Radiology education and training is of paramount clinical importance given the prominence of medical imaging utilization in effective clinical practice. The incorporation of basic radiology in the medical curriculum has continued to evolve, focusing on teaching image interpretation skills, the appropriate ordering of radiological investigations, judicious use of ionizing radiation, and providing exposure to interventional radiology. Advancements in radiology have been driven by the digital revolution, which has, in turn, had a positive impact on radiology education and training. Upon the advent of the corona virus disease 2019 (COVID-19) pandemic, many training institutions and hospitals adhered to directives which advised rescheduling of non-urgent outpatient appointments. This inevitably impacted the workflow of the radiology department, which resulted in the reduction of clinical in-person case reviews and consultations, as well as in-person teaching sessions. Several medical schools and research centers completely suspended face-to-face academic activity. This led to challenges for medical teachers to complete the radiology syllabus while ensuring that teaching activities continued safely and effectively. As a result, online teaching platforms have virtually replaced didactic face-to-face lectures. Radiology educators also sought other strategies to incorporate interactive teaching sessions while adopting the e-learning approach, as they were cognizant of the limitations that this may have on students’ clinical expertise. Migration to online methods to review live cases, journal clubs, simulation-based training, clinical interaction, and radiology examination protocolling are a few examples of successfully addressing the limitations in reduced clinical exposure. In this review paper, we discuss (1) The impact of the COVID-19 pandemic on radiology education, training, and practice; (2) Challenges and strategies involved in delivering online radiology education for undergraduates and postgraduates during the COVID-19 pandemic; and (3) Difference between the implementation of radiology education during the COVID-19 pandemic and pre-COVID-19 era.

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“…The study by Rizvi and Borges comprised 18 medical students who received radiologic anatomy teaching via a VR platform [ 14 ]. The virtual workstations included five dual-monitor desktops, while the course also comprised 25 representative cases each in the chest, abdomen, and pelvis (for a three-day body imaging rotation) and 50 cases each related to the brain, head and neck, and spine (for a three-day neuroradiology rotation).…”

Section: Reviewmentioning

confidence: 99%

“…All studies included in the current review showed that the incorporation of radiology into anatomy education using VR has led to positive results, concerning not only students’ opinions [ 10 - 16 ] but also their knowledge [ 10 - 12 ]. It can be noted that four out of the seven studies included in the review [ 11 , 13 , 15 , 16 ] investigated the use of virtual dissection, while three studies used VR platforms which did not give the opportunity for digital dissection [ 10 , 12 , 14 ]. Either with the performance of virtual dissection or not, the use of VR in radiological anatomy teaching has been proved favorable.…”

Section: Reviewmentioning

confidence: 99%

A Review of the Use of Virtual Reality for Teaching Radiology in Conjunction With Anatomy

Chytas¹,

Salmas²,

Demesticha³

et al. 2021

Cureus

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Incorporation of radiology into anatomy education is a frequently used teaching strategy. Our purpose was to investigate to what extent virtual reality can play a significant role when radiology is taught in conjunction with anatomy. PubMed, SCOPUS, Education Resources Information Center, and Cochrane databases were searched for articles with the aim to evaluate the outcomes of incorporation of radiology in anatomy education, using virtual reality. From each included paper, the following data were extracted: authors, number of participants, type of study (comparative or not), level of outcome according to Kirkpatrick hierarchy, and outcomes of the use of virtual reality when radiology was incorporated in anatomy education. Seven papers were included. From them, three were comparative and evaluated students’ academic performance after the educational intervention, while four were non-comparative and evaluated only students’ opinions about the intervention. In all studies, the use of virtual reality for the incorporation of radiology into anatomy teaching was positively perceived. Also, the three studies which evaluated academic performance showed that virtual reality was effective in terms of enhancing anatomy knowledge. The implementation of virtual reality for the incorporation of radiology into anatomy education has been accompanied by positive outcomes. These outcomes may encourage educators to teach radiology in conjunction with anatomy using virtual reality.

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“Virtual Radiology Workstation”: Improving Medical Students’ Radiology Rotation

Cited by 11 publications

References 7 publications

Radiology Education in the Time of COVID-19: A Novel Distance Learning Workstation Experience for Residents

Radiology Education in the Time of COVID-19: A Novel Distance Learning Workstation Experience for Residents

Impact of COVID-19 pandemic on radiology education, training, and practice: A narrative review

A Review of the Use of Virtual Reality for Teaching Radiology in Conjunction With Anatomy

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