Arya Haj-Mirzaian1, Nikita Sethi2, Brian de Francesca3, Sumedha Sahni4, Atif Zaheer5. 1. Department of Radiology and Radiological Science, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA. 2. PwC Middle East, Dubai, United Arab Emirates. 3. Ver2 Digital Medicine, Dubai, United Arab Emirates. 4. BD Diagnostics Middle East, Dubai, United Arab Emirates. 5. Department of Radiology and Radiological Science, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA. Electronic address: azaheer1@jhmi.edu.
Abstract
RATIONALE AND OBJECTIVES: To investigate the feasibility and effectiveness of a novel web-based radiology subspecialty training program. MATERIALS AND METHODS: Ten Ethiopian general radiologists were enrolled; each participant selected two out of four available subspecialty training programs including abdominal imaging, neuroradiology, chest imaging, and musculoskeletal imaging. Participants were trained simultaneously in 4-stages over 20-months remotely. The program contains online lectures (previously recorded), online interactive case reviews, learning modules, and one-month observership at Johns Hopkins University. Each subspecialty training program consisted of nearly 50 recorded lectures, 26 case reviews, and 40 modules, all provided by subspecialty-trained radiology faculty. Trainees were evaluated using pre- and postcourse multiple choice questions, and the effectiveness of the program was assessed by comparing pre- and postcourse performances using paired t test or Wilcoxon signed-rank test. Regression analysis was conducted to determine the association between the magnitude of score change and trainees' age and years after graduation. RESULTS: All programs including abdominal imaging (p < 0.001), neuroradiology (p < 0.001), chest imaging (p: 0.001), and musculoskeletal imagining (p = 0.001) led to significant improvements in participants' knowledge (overall mean ± standard deviation of score change: +18.4% ± 11.4%). All stages of training including stage-1 (+29.3% ± 8.4%), stage-2 (+21.0% ± 8.0%), stage-3 (+15.0% ± 13.7%), and stage-4 (+17.0% ± 7.9%) significantly improved trainees' scores; and the percent score change decreased with each stage. Regression analysis revealed that score improvement was not associated with age and years after residency training. CONCLUSION: Our newly developed web-based radiology subspecialty training program results in improved knowledge of radiologists. Implementation of web-based subspecialty training could be an effective and feasible method for institutions without subspecialty faculty and programs.
RATIONALE AND OBJECTIVES: To investigate the feasibility and effectiveness of a novel web-based radiology subspecialty training program. MATERIALS AND METHODS: Ten Ethiopian general radiologists were enrolled; each participant selected two out of four available subspecialty training programs including abdominal imaging, neuroradiology, chest imaging, and musculoskeletal imaging. Participants were trained simultaneously in 4-stages over 20-months remotely. The program contains online lectures (previously recorded), online interactive case reviews, learning modules, and one-month observership at Johns Hopkins University. Each subspecialty training program consisted of nearly 50 recorded lectures, 26 case reviews, and 40 modules, all provided by subspecialty-trained radiology faculty. Trainees were evaluated using pre- and postcourse multiple choice questions, and the effectiveness of the program was assessed by comparing pre- and postcourse performances using paired t test or Wilcoxon signed-rank test. Regression analysis was conducted to determine the association between the magnitude of score change and trainees' age and years after graduation. RESULTS: All programs including abdominal imaging (p < 0.001), neuroradiology (p < 0.001), chest imaging (p: 0.001), and musculoskeletal imagining (p = 0.001) led to significant improvements in participants' knowledge (overall mean ± standard deviation of score change: +18.4% ± 11.4%). All stages of training including stage-1 (+29.3% ± 8.4%), stage-2 (+21.0% ± 8.0%), stage-3 (+15.0% ± 13.7%), and stage-4 (+17.0% ± 7.9%) significantly improved trainees' scores; and the percent score change decreased with each stage. Regression analysis revealed that score improvement was not associated with age and years after residency training. CONCLUSION: Our newly developed web-based radiology subspecialty training program results in improved knowledge of radiologists. Implementation of web-based subspecialty training could be an effective and feasible method for institutions without subspecialty faculty and programs.