Type:
Educational Exhibit
Keywords:
Education and training, Education, Ultrasound, CT, Conventional radiography, Professional issues, Professional Issues, Retrospective, Not applicable, Performed at one institution
Authors:
S. Glenn-Cox1, H. L. Adams2, D. Little3; 1Bath/UK, 2Brighton/UK, 3Bristol/UK
DOI:
10.26044/ecr2020/C-08010
Findings and procedure details
We delivered a three-week radiology SSC to small groups of medical students at a busy district general hospital.
The module comprised daily one-hour tutorials (see timetable, Fig 1.) in addition to time spent shadowing radiologists, radiographers and ultrasonographers, and a written assignment with the objective of submitting the work for consideration for the RCR Undergraduate Radiology Prize.
Quantitative and qualitative feedback was obtained at the end of the rotation via an anonymised written feedback form (Fig. 2).
Students reported finding the SSC enjoyable and that it enabled them to have a better understanding of the role of the radiologist and the role of radiology in the diagnosis and treatment of patients (Fig. 3). They reported that they would recommend the module to other students and that overall the balance between teaching, shadowing and project was appropriate.
Importantly, all participants reported that they were now more likely to consider radiology as a future career option.
Qualitative feedback included:
“Overall really enjoyed my placement. I was stretched academically… my knowledge of anatomy has improved hugely”.
“The content was really useful, the interventional radiology was fun and, most of all, everyone was really friendly and happy to teach”.
“Teaching was really good and the project has been really interesting”.
“I really enjoyed it. I’d advise it [the SSC] to other students who want to be challenged and have an interest in anatomy”.