Acing the Fundamentals of Radiology: An Online Series for Medical Students and Interns. Issue 4 (8th July 2022)

• Record Type: Journal Article
• Authors: Kamel, Serageldin; Wang, Mindy X.; Ghannam, Sammar; Gopal, Akilan; Baqai, Faiz; Rohren, Scott; Patel, Parth; Khan, Zoha; Aly, Muhammad; Reiter, Anna M.; Zook, Salma; Udayakumar, Neha; Kumaraval, Manickam; Kamaya, Aya; Jambhekar, Kedar; Elsamaloty, Haitham; Gaballah, Ayman; Stein, Lawrence; Abdelsalam, Mohamed; Chernyak, Victoria; Elsayes, Khaled M.
• Is Part Of: Journal of computer assisted tomography. Volume 46:Issue 4(2022)
• Page Start: 614
• Page End: 620
• Publication Date: 2022-07-08
• Subjects: radiology teaching -- medical education -- remote learning -- imaging fundamentals; Tomography -- Periodicals; Tomography -- Periodicals; Tomography; Periodicals; 616.0757
• DOI: 10.1097/RCT.0000000000001306
• Languages: English
• ISSNs: 0363-8715

Abstract

Abstract: Purpose: The current undergraduate radiology education predominantly integrates radiology with other disciplines during preclerkship years and is often taught by nonradiologists. Early exposure to radiology and profound understanding of scientific fundamentals of imaging modalities and techniques are essential for a better understanding and interest in the specialty. Furthermore, the COVID-19 pandemic–related impact on in-person medical education aggravated the need for alternative virtual teaching initiatives to provide essential knowledge to medical students. Methods: The authors designed an online 7-session course on the principles of imaging modalities for medical students and fresh graduates in the United States and abroad. The course was delivered online and taught by radiologists from different US institutions. Pretests and posttests were delivered before and after each session, respectively, to assess change in knowledge. At the end of the course, a survey was distributed among students to collect their assessment and feedback. Results: A total of 162 students and interns initially enrolled in the program by completing a sign-up interest form. An average of 65 participants attended each live session, with the highest attendance being 93 live attendees. An average of 44 attendees completed both the pretest and posttest for each session. There was a statistically significant increase in posttest scores compared with pretest scores ( P < 0.01) for each session; on average, the posttest scores were 48% higher than the pretest scores. A total of 84 participants answered the end-of-course survey. A total of 11% of the respondents described themselves as first year, 17% as second year, 18% as third year, 21% as fourth year, and 33% as "other." Attendees were enrolled in medical schools across 21 different countries with 35% of the respondents studying medicine in the United States. More than 76% of the respondents stated that they "strongly agree" that the program increased their understanding of radiology, increased their interest in radiology, and would be useful in their clinical practice in the future. Eighty-three percent of the respondents stated that they "strongly agree" that "this course was a worthwhile experience." Particularly, more than 84% of the respondents stated that among the most important components in enhancing their understanding of radiology were "the interpretation of normal imaging" and "interpretation of clinical cases." Ninety-two percent of the respondents stated that "the amount of effort to complete the requirements for this program was just right." Participants were also asked to rate each of the 8 sessions using the following scale: poor = 1 point, fair = 2, good = 3, and excellent = 4. The average rating for all 8 sessions was 3.61 points (SD = 0.55), which translates to 96% of the sessions being rated good or excellent. Eighty percent of the participants reported that the topics presented in the program were "excellent and clinically important to learn, " and 20% of the participants reported that the topics presented were "good and somewhat important to learn." The participants were asked to evaluate their confidence regarding basic radiology skills before and after the program using the following scale: not confident at all = 1 point, somewhat confident = 2, moderately confident = 3, and very confident = 4. Figure 2 summarizes the responses of the participants. Conclusions: An online course to teach the fundamentals of imaging modalities could be delivered through a webinar format to medical students and interns in several countries to address the potential gaps in radiology education, therefore increasing their understanding of the different imaging modalities and their proper use in medicine.