The last 25 years has witnessed a breath-taking revolution in radiology.
The development of new,
enhanced and more complex imaging modalities has resulted in a capability of evaluating almost all pathological processes non-invasively and at high resolution.
Rapid growth in the use of diagnostic imaging,
as well as in the size and complexity of studies performed,
has culminated in an explosion of imaging data.
The advent of digital imaging,
Picture Archiving Communication Systems (PACS) and electronic data storage allows us to access and exploit this wealth of imaging information.
Today,
mobile devices,
such as iPhones and iPads offer storage capacities and functionalities that were inconceivable as little as 10 years ago.
The development of dynamic radiological learning experiences compatible with these devices liberate students from the straight jacket of traditional textbook formats,
where only select radiological cases could be illustrated with minimal static imagery.
Electronic learning (elearning) is fast-becoming an integral part of undergraduate and postgraduate education.
Elearning is an innovative,
flexible and individualised teaching tool,
which leads to better understanding and improved retention of subject material [1].
Radiology,
being an image-based specialty is particularly well-suited to an electronic teaching methodology.
Abdominal pain is the most common reason for presentation to the Emergency Department,
with one or more imaging studies ordered in 47% of patients [2].
Interns rate abdominal radiographs as the second most important study to interpret,
yet only 52% are confident in diagnosing key abdominopelvic pathologies,
i.e.
small bowel obstruction and pneumoperitoneum [3].
Our “abdominopelvic imaging” application (app),
through a comprehensive e-learning approach,
aims to provide medical students and junior doctors with the skills necessary to systematically interpret abdominal and pelvic radiology.