Keywords:
Anatomy, Other, Education, Education and training
Authors:
A. Abar, V. Gopalan
DOI:
10.26044/ranzcr2023/C-187
Purpose
Medical education transformed immensely in the past decade and has more recently become increasingly digitised. These changes have been accelerated by COVID-19. However, throughout this modernisation, it is suggested that there is a continued paucity of radiological education.1 This contrasts with the increased role of radiology in clinical medicine, wherein radiographic investigations are being increasingly utilised as diagnostic, prognostic and monitoring tools.2 Picture archiving and communication systems (PACS) liberalised access to scans, allowing non-radiologists to interpret scans if required and thus, rely less on full interpretation of the clinical picture.3 Altogether, increased demands have been placed on radiologists, with 44% reporting burnout in a recent survey and a projected shortage of radiologists in Australia.3,4
The purpose of this study is to evaluate the perceptions of radiological education and the radiological specialty in medical students. It aims to assess students’ views on the quantity and quality of radiological education. Additionally, it will compare whether students find radiological education more effective when delivered face-to-face or when delivered digitally. Finally, it will assess the likelihood of students considering radiology as a future specialty.