Matthew Hartman1, Sarah Thomas2, Andres Ayoob3. 1. Radiologist Allegheny Health Network, Pittsburgh, Pennsylvania. Electronic address: mshhartman@gmail.com. 2. Radiology Resident Allegheny Health Network, Pittsburgh, Pennsylvania. 3. Radiologist University of Kentucky College of Medicine, Lexington, Kentucky.
Abstract
RATIONALE AND OBJECTIVE: Traditionally, the radiology elective has been designed to teach medical students the fundamentals of radiologic interpretation, typically through passive means, such as didactic conferences and observational shadowing of radiologists as they interpret images. In doing so, the importance of noninterpretive skills and active learning has been minimized. Additionally, in the traditional model, students typically only gain a superficial appreciation of radiologists' role in patient care and their interactions with clinical services, multidisciplinary teams, and patients. With the emphasis on value-focused, team-based, patient-centered care, it is important to expand the focus of radiology education beyond interpretive skills alone such that these future physicians can most effectively utilize imaging to care for patients. MATERIALS AND METHODS: A list of integrated radiology field trips was created for medical students from two institutions, Allegheny Health Network and the University of Kentucky, representing a consolidation of the instructional strategies utilized at these institutions. This paradigm uses active observation to extend learning beyond the reading room. RESULTS: It targets noninterpretive skills that will be of vital importance in the majority of students' future clinical practice, such as patient safety and appropriate ordering practices. CONCLUSION: This article describes the integration of nine field trip experiences into a 4-week radiology clerkship and its effect on learning outcomes and student satisfaction.
RATIONALE AND OBJECTIVE: Traditionally, the radiology elective has been designed to teach medical students the fundamentals of radiologic interpretation, typically through passive means, such as didactic conferences and observational shadowing of radiologists as they interpret images. In doing so, the importance of noninterpretive skills and active learning has been minimized. Additionally, in the traditional model, students typically only gain a superficial appreciation of radiologists' role in patient care and their interactions with clinical services, multidisciplinary teams, and patients. With the emphasis on value-focused, team-based, patient-centered care, it is important to expand the focus of radiology education beyond interpretive skills alone such that these future physicians can most effectively utilize imaging to care for patients. MATERIALS AND METHODS: A list of integrated radiology field trips was created for medical students from two institutions, Allegheny Health Network and the University of Kentucky, representing a consolidation of the instructional strategies utilized at these institutions. This paradigm uses active observation to extend learning beyond the reading room. RESULTS: It targets noninterpretive skills that will be of vital importance in the majority of students' future clinical practice, such as patient safety and appropriate ordering practices. CONCLUSION: This article describes the integration of nine field trip experiences into a 4-week radiology clerkship and its effect on learning outcomes and student satisfaction.
Authors: Lei Li; Chi Wing Tam; Ning Wang; Fan Cheung; Qing Zhou; Cheng Zhang; Chien-Shan Cheng; Lei Xiong; Yibin Feng Journal: BMC Complement Med Ther Date: 2020-08-10