Teaching with Technology-Matching Pedagogy with Purpose in Radiology Education

Effective remote clinical teaching: leveraging technology to improve Radiology Case readouts

The shift to remote learning in medical education is rapidly evolving and likely permanent. The recent increase in remote radiology staffing presents challenges for both educators and trainees. However, many of the barriers to teaching can be overcome by technology. The overarching goal in creating a conducive remote teaching environment is to replicate the in-person experience as much as possible. With that goal in mind, creating an environment with clear expectations, open and effective communication, and defined staffing models promotes education in the remote environment. Video conferencing and messaging applications should be utilized freely to enhance case discussions. While these tools can present barriers for users who are uncomfortable with technology-based solutions, they can result in advantages over in-person education. In this review, we present strategies to help radiology educators enhance clinical teaching in a remote setting.

Comparative analysis of traditional and integrated approaches to radiology training for residents

BACKGROUND

The study aims to conduct a comparative analysis of traditional and integrated approaches to radiology teaching in order to evaluate the effectiveness of novel educational methods.

METHODS

The study was conducted in Shenzhen, China, between January and December 2023. It involved 100 radiology residents who were randomly assigned to either a traditional training (TT) group or an integrated training (IT) group. The average age of participants was 28 years.

RESULTS

The TT group received conventional lectures and practical training, while the IT group used simulation software, interactive platforms, and artificial intelligence (AI) tools. The analysis revealed that the mean score of the IT group in the theoretical knowledge test was 170.3 ± 15.1, which is significantly higher than that of the TT group (155.7 ± 20.4; t = 4.21, p < 0.001). In the practical skills test, the IT group scored 160.7 ± 22.4, while the TT group scored 135.8 ± 25.6 (t = 5.13, p < 0.001).

CONCLUSIONS

The findings of the study indicate a significant advantage of an integrated approach to radiology teaching over conventional methods. The integration of modern technologies into the learning process has been shown to enhance both short- and long-term educational outcomes in medical education. This finding is of practical significance for educational institutions in this field. It is recommended that integrated teaching methods be introduced in order to improve the quality of specialist training.

CLINICAL TRIAL NUMBER

Not applicable.

Current Trends in Remote and Flexible Work Options in Radiology and Perception of Impact on Radiologist Well-being

OBJECTIVE

This study aims to assess the current trends in remote and flexible work models in radiology, evaluate their perceived impact on radiologists' well-being, and explore the importance of these options in shaping employment decisions.

METHODS

A voluntary, anonymous survey was sent to 981 members of the Association of Academic Radiologists (AAR) in April 2024. Descriptive statistics were used to analyze demographics and trends in remote and flexible work participation. Statistical tests, including chi-square and Fisher's exact test, were employed to assess differences in perceptions based on gender and career stage. Responses from openended questions were analyzed to identify common themes and solutions related to remote and flexible work.

RESULTS

A total of 205 respondents answered the survey resulting in a response rate of 20.9%. 91.8% of respondents reported that their institution offered remote work options, with 73% participating in remote work. The top benefits included improved work-life balance, flexibility, and reduced commute time. Hybrid work models were preferred by 79% of respondents, and 89% of those participating in remote work reported increased well-being. Flexible scheduling was offered to 46.4% of respondents, with 91% reporting an increase in well-being from these options. Remote and flexible work options were viewed as important in employment decisions by 68-70% of respondents. Gender and career stage: Significant differences emerged in the perceived benefits of remote and flexible work, with female radiologists and early- to mid-career radiologists reporting greater benefits related to work-life balance and caregiving responsibilities.

CONCLUSION

Remote and flexible work models in radiology are increasingly available and positively impact radiologists' well-being and job satisfaction. The study highlights the importance of these options, especially for early-career and female radiologists. Addressing the challenges of remote work can further optimize these work models, promoting retention, diversity, and workforce sustainability in radiology.

What Program Directors Think About Resident Education: Results of the 2023 Spring Survey of the Association of Program Directors in Radiology (APDR) Part II

RATIONALE AND OBJECTIVES

The Association of Program Directors in Radiology (APDR) administers an annual survey to assess issues and experiences related to residency program management and education. Response data from the 2023 survey provides insights on the impact of COVID-19 on resident recruitment (Part I) and education (Part II), which can be used to facilitate planning and resource allocation for the evolving needs of programs and their leadership.

MATERIALS AND METHODS

An observational, cross-sectional study of the APDR membership was performed using a web-based survey consisting of 45 questions, 12 of which pertain to resident education in the post-pandemic era and are discussed in Part II of a two-part survey analysis. All active APDR members (n = 393) were invited to participate in the survey.

RESULTS

The response rate was 32% (124 of 393). Results were tallied using Qualtrics software and qualitative responses were tabulated or summarized as comments.

CONCLUSIONS

The primary challenges to resident education are faculty burnout, rising case volumes, and remote instruction. However, most program leaders report that in-person readouts are much more common than remote readouts. The ability to offer both in-person and remote AIRP sessions is viewed positively. Most program leaders require Authorized User certification, although many do not think all residents need it. Assessment of procedural competence varies by the type of procedure and is similar to graduates' self-assessment of competence.

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning

Gamified learning is an instructional strategy that motivates students to learn, and the use of multiple representations assists learning by promoting students' thinking and advanced mathematical problem-solving skills. In particular, emergency distance learning caused by the COVID-19 pandemic may result in a lack of motivation and effectiveness in learning. This study designed an online gamified learning activity incorporating multi-representational scaffolding and compared the differences in the learning achievement and motivation for the gamified activity and general synchronous distance learning. In addition, for the group that conducted the gamified learning activity, we measured the participants' flow, anxiety, and emotion during the activity. A total of 36 high school students participated in the experiment. The results indicated that the gamified learning activity was not significantly effective in terms of enhancing learning achievement. In terms of learning motivation, a significant decrease in motivation was found for the group using general synchronous learning, while a significant increase in motivation was found for the group using synchronous gamified learning. This indicates that despite the negative impact of the pandemic on learning, gamified learning still enhances students' learning motivation. The results of flow, anxiety, and emotion showed that the participants had a positive and engaged experience. Participants provided feedback that the multi-representational scaffolding facilitates learning.

In-Person Interactivity's Vital Role in Radiology Education

It is important, especially as we emerge from the COVID-19 pandemic, to revisit some of the most important advantages of highly interactive forms of medical education, especially face-to-face encounters between educators and learners. It may cost more and require a greater commitment on the part of teaching faculty, but a case can be made that the advantages of such educational approaches outweigh any increased costs.