Keywords:
Anatomy, Other, Education, Education and training
Authors:
A. Abar, V. Gopalan
DOI:
10.26044/ranzcr2023/C-187
Results
The survey assessed the following domains: the importance of radiological education; the quantity, quality, and preferred modes (face-to-face or digital) of radiological education; confidence in radiological anatomy and interpreting basic imaging modalities; interest in radiology as a specialty.
Preliminary data was collected from 13 fourth year medical students that participated in the survey. It was reported that radiology education was mainly received as part of anatomy education, and typically delivered either by an anatomist or medical lecturer with other background. The majority of respondents did not feel that sufficient radiology education was received in pre-clinical years. 23.1% of respondents strongly disagreed, 53.8% of respondents disagreed, 7.7% were neutral, and 15.3% agreed with the statement that sufficient radiology education was received in pre-clinical years.
Regarding in-person compared to digitally delivered radiology education, respondents rated the quality of in-person radiology education higher than that of digitally delivered radiology education. Strengths of in-person education were that opportunities for tutor interaction and revisiting specific aspects of scans was greater. However, there was greater difficulty in seeing films in larger groups, and images were easier to appreciate in digitally delivered radiology education. Strengths of digitally delivered education included the ability to annotate images and approach images in one's own time. Generally speaking, respondents reported that education regarding appropriate imaging to order, frameworks for interpretation, clinically relevant scan presentation and an overall greater focus on radiology education in medical school would be appreciated. Students reported a strong level of confidence interpreting radiological anatomy and plain radiographic images. On the other hand, most students felt strongly unconfident interpreting Magnetic Resonance Imaging, ultrasound and Computer Tomography images.
Regarding interest in radiology as a future career, 53.8% of respondents have no interest, 23.1% have little interest, and 15.4% have moderate interest, 7.7% are very interested and there were no responses for sole future career interest. Perceived positives included lifestyle, diversity of exposure to pathology, renumeration and the balance between procedural and clinical activities. Perceived barriers included minimal patient interaction, competitive entry process, repetitiveness, minimal radiology education and minimal opportunities for exposure to the profession of radiology.