Zaid Alsafi1, Vamsee Bhrugubanda2, Sanjeev Ramachandran2, Ali Alsafi3, Mohamad Hamady4,5. 1. University College London, Gower St, Kings Cross, London, WC1E 6BT, UK. 2. Imperial College London, Exhibition Road, London, SW7 2AZ, UK. 3. Imperial College Healthcare NHS, Praed St, London, W2 1NY, UK. ali.alsafi03@alumni.imperial.ac.uk. 4. Imperial College Healthcare NHS, Praed St, London, W2 1NY, UK. 5. Imperial College London, Praed St, London, W2 1NY, UK.
Abstract
PURPOSE: Interventional radiology (IR) is traditionally underrepresented in undergraduate medical curricula. Final-year medical students ought to be familiar with some common IR procedures in order to make adequate referrals and work-up patients appropriately. We evaluated the knowledge of final-year medical students on common IR procedures and compared it with their knowledge of other specialties. MATERIALS AND METHODS: A fourteen-question, single-best-answer questionnaire assessing the knowledge of IR procedures and other minimally invasive non-IR procedures was administered to a group of final-year medical students. Paired two-tailed student's t test was used to compare knowledge across specialties. RESULTS: Fifty-one questionnaires were administered and returned. No student answered all questions correctly. The median score was 5/11. The best-answered question was on coronary intervention followed by neurosurgical procedures. The average score for IR procedures was 38% versus 57% for non-IR procedures (P < 0.0005). While most students had come across IR previously, 70% would like further exposure. We also accessed the undergraduate curricula of five London Medical Schools; all five have a radiology curriculum, but only one has a dedicated IR section. CONCLUSION: Medical students' lack of IR exposure translates into a lack of appreciation of the role of the specialty. We propose the introduction of a specific undergraduate IR curriculum to bridge this knowledge gap.
PURPOSE: Interventional radiology (IR) is traditionally underrepresented in undergraduate medical curricula. Final-year medical students ought to be familiar with some common IR procedures in order to make adequate referrals and work-up patients appropriately. We evaluated the knowledge of final-year medical students on common IR procedures and compared it with their knowledge of other specialties. MATERIALS AND METHODS: A fourteen-question, single-best-answer questionnaire assessing the knowledge of IR procedures and other minimally invasive non-IR procedures was administered to a group of final-year medical students. Paired two-tailed student's t test was used to compare knowledge across specialties. RESULTS: Fifty-one questionnaires were administered and returned. No student answered all questions correctly. The median score was 5/11. The best-answered question was on coronary intervention followed by neurosurgical procedures. The average score for IR procedures was 38% versus 57% for non-IR procedures (P < 0.0005). While most students had come across IR previously, 70% would like further exposure. We also accessed the undergraduate curricula of five London Medical Schools; all five have a radiology curriculum, but only one has a dedicated IR section. CONCLUSION: Medical students' lack of IR exposure translates into a lack of appreciation of the role of the specialty. We propose the introduction of a specific undergraduate IR curriculum to bridge this knowledge gap.
Entities:
Keywords:
Interventional radiology; Medical education; Recruitment; Survey; Undergraduate curriculum