OBJECTIVES: The purpose of the present study is to describe how undergraduate radiology teaching is organized in Europe and to identify important characteristics of undergraduate radiology curriculum. METHODS: An electronic survey on undergraduate teaching was distributed by the European Society of Radiology (ESR) to 38 national delegates of the ESR Education Committee. RESULTS: The "classic type" of radiology teaching method is more frequent than the "modular type". In 38% of medical training centres the first experience with radiology is in pre-clinical years. The students enrolled in the fourth medical year experience the largest involvement in radiology education. The total number of teaching hours (mean 89 h, median 76 h) varies across the countries and differs depending on the radiological topic (mean across all topics 14.8h, median 13). Written tests and oral exams were the most frequently used examination modes. Clerkships are reported as a key part of training. CONCLUSION: This first international comparative study of undergraduate radiological curriculum in Europe identifies a large number of differences in curriculum content and teaching methods throughout Europe. More research is needed to establish the radiological educational competences resulting from these differing curricula's to improve and to standardize the teaching according to (inter)national and institutional needs.
OBJECTIVES: The purpose of the present study is to describe how undergraduate radiology teaching is organized in Europe and to identify important characteristics of undergraduate radiology curriculum. METHODS: An electronic survey on undergraduate teaching was distributed by the European Society of Radiology (ESR) to 38 national delegates of the ESR Education Committee. RESULTS: The "classic type" of radiology teaching method is more frequent than the "modular type". In 38% of medical training centres the first experience with radiology is in pre-clinical years. The students enrolled in the fourth medical year experience the largest involvement in radiology education. The total number of teaching hours (mean 89 h, median 76 h) varies across the countries and differs depending on the radiological topic (mean across all topics 14.8h, median 13). Written tests and oral exams were the most frequently used examination modes. Clerkships are reported as a key part of training. CONCLUSION: This first international comparative study of undergraduate radiological curriculum in Europe identifies a large number of differences in curriculum content and teaching methods throughout Europe. More research is needed to establish the radiological educational competences resulting from these differing curricula's to improve and to standardize the teaching according to (inter)national and institutional needs.
Authors: Roman Kloeckner; Daniel Pinto Dos Santos; Fabian Stoehr; Sebastian Schotten; Michael B Pitton; Christoph Dueber; Franziska Schmidt; Nienke L Hansen; Bettina Baeßler Journal: Eur Radiol Date: 2020-03-27 Impact factor: 5.315
Authors: Daniel Paech; Kerstin Klopries; Sara Doll; Ralph Nawrotzki; Heinz-Peter Schlemmer; Frederik L Giesel; Thomas Kuner Journal: Eur Radiol Date: 2018-01-30 Impact factor: 5.315