RATIONALE AND OBJECTIVES: In radiology residency programs it is the task of residents to learn how to effectively report the findings and impressions from patient images they review, generally from an apprenticeship design. The authors sought to learn residents' perceptions of the value this apprenticeship model holds for them. MATERIALS AND METHODS: Thirty-eight residents were interviewed in a 1-month field study and asked four questions about their experiences: How did you learn to report? What formal or organized dictation instruction have you received? What feedback do you receive? What is your opinion about your experience? RESULTS: It was found that residents perceive that the apprenticeship model is inadequate when learning to report. The authors found reporting issues could be classified into three categories: perceived lack of transferable learning from observation, lack of explicit direction from faculty, and need for a more structured approach to learning. CONCLUSION: Although residents agreed that learning the skills to report would be gained eventually through the apprenticeship model, they also believed that it did not give them the confidence or competence a more structured program could provide.
RATIONALE AND OBJECTIVES: In radiology residency programs it is the task of residents to learn how to effectively report the findings and impressions from patient images they review, generally from an apprenticeship design. The authors sought to learn residents' perceptions of the value this apprenticeship model holds for them. MATERIALS AND METHODS: Thirty-eight residents were interviewed in a 1-month field study and asked four questions about their experiences: How did you learn to report? What formal or organized dictation instruction have you received? What feedback do you receive? What is your opinion about your experience? RESULTS: It was found that residents perceive that the apprenticeship model is inadequate when learning to report. The authors found reporting issues could be classified into three categories: perceived lack of transferable learning from observation, lack of explicit direction from faculty, and need for a more structured approach to learning. CONCLUSION: Although residents agreed that learning the skills to report would be gained eventually through the apprenticeship model, they also believed that it did not give them the confidence or competence a more structured program could provide.
Authors: Chengwu Yang; Claudia J Kasales; Tao Ouyang; Christine M Peterson; Nabeel I Sarwani; Rafel Tappouni; Michael Bruno Journal: SAGE Open Med Date: 2014-12-16