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Hosseini SM, Talebi Boroujeni P, Dalil D, Hosseini Siyanaki MR, Golestanha SA, Gity M. Worldwide Knowledge About Interventional Radiology Among Medical Students: Findings of a Comprehensive Review. Cardiovasc Intervent Radiol 2023; 46:1641-1654. [PMID: 37798431 DOI: 10.1007/s00270-023-03558-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Accepted: 09/05/2023] [Indexed: 10/07/2023]
Abstract
PURPOSE The objective of this comprehensive review is to investigate the studies assessing the interventional radiology knowledge among medical students worldwide and inspect the feasible solutions for improving their perspective on this specialty. METHODS A comprehensive literature search was accomplished on PubMed, Scopus, Web of science, and Embase databases. The quality of eligible articles was assessed with the QATSDD assessment tool. RESULTS After screening of articles, 29 studies were included. All the included articles were published between 2009 and 2021, with 20 studies performed in 2017 and thereafter. Interventional radiologists' duties, procedures, and training pathways were the main subjects investigated in surveys. The interest and exposure to interventional radiology were also assessed. All the studies indicated that the knowledge about interventional radiology compared with other specialties is weak. In 14 studies, over 50% of participants reported their interventional radiology knowledge as either poor or none. The most reason for not considering interventional radiology residency was lack of awareness during medical schools. Studies which held a tutorial course reported the students' awareness and interest improved significantly after the course. CONCLUSION The present evidence indicates that although the current awareness of interventional radiology is low, timely didactic courses in medical schools can improve this condition significantly, lead to graduation of more oriented referring physicians, and also attract more fit applicants to interventional radiology residency programs.
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Affiliation(s)
| | - Parham Talebi Boroujeni
- Advanced Diagnostic Interventional Radiology Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Davood Dalil
- Student Research Committee, Faculty of Medicine, Shahed University, Tehran, Iran.
- Mostafa Khomeini Hospital, Italy Street, Tehran, Iran.
| | | | | | - Masoumeh Gity
- Advanced Diagnostic Interventional Radiology Research Center, Tehran University of Medical Sciences, Tehran, Iran
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Mills AC, Goldman DT, Marinelli BS, Sanghvi J, Garcia-Reyes K, Shilo D, Nowakowski S, Patel RS, Patel RI, Kim E, Fischman AM, Lookstein RA, Bishay VL. Leveraging the virtual learning environment to enhance medical student engagement with interventional radiology. Clin Imaging 2023; 96:26-30. [PMID: 36738667 DOI: 10.1016/j.clinimag.2023.01.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 01/11/2023] [Accepted: 01/17/2023] [Indexed: 01/30/2023]
Abstract
PURPOSE To evaluate medical student engagement with Interventional Radiology (IR) before and after a virtual elective course. METHODS The elective was nine, one-hour lectures over ten weeks. An anonymous pre and post-course survey was administered to students. The hypothesis was that this course would increase student engagement with IR. Respondents answered nine questions to score their interest in, exposure to, familiarity with, and understanding of IR using a five-point Likert scale. Demographics were reported for the pre-course group only. A Wilcoxon signed-ranked test was performed to assess for significant mean change in pre and post-course responses. Among the 276 registered students, there were 144 individual, complete responses for the pre-course survey, and 60 paired responses for both surveys. RESULTS Thirty-seven percent of respondents were first or second year medical students. Thirty percent of participants were enrolled at an institution outside of the United States, 26% are the first in their family to attend college, and 41% identified as female. Thirty-six percent reported this virtual course was one of their earliest experiences with IR. There was a significant increase in student exposure to IR generally, familiarity with IR compared to other specialties, familiarity with the IR training pathway(s), understanding of what an Interventional Radiologist does, understanding of the difference between IR and Diagnostic Radiology, and understanding of when to consult IR for patient care after completion of the course. CONCLUSION A virtual IR elective is an effective means to increase exposure to, familiarity with, and understanding of IR.
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Affiliation(s)
- Ariana C Mills
- Department of Medical Education, Icahn School of Medicine at Mount Sinai, 1 Gustave L., Levy Place, New York, NY 10029, United States of America.
| | - Daryl T Goldman
- Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
| | - Brett S Marinelli
- Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
| | - Jay Sanghvi
- Department of Medical Education, Icahn School of Medicine at Mount Sinai, 1 Gustave L., Levy Place, New York, NY 10029, United States of America.
| | - Kirema Garcia-Reyes
- Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
| | - Dan Shilo
- Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
| | - Scott Nowakowski
- Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
| | - Rahul S Patel
- Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
| | - Rajesh I Patel
- Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
| | - Edward Kim
- Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
| | - Aaron M Fischman
- Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
| | - Robert A Lookstein
- Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
| | - Vivian L Bishay
- Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
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Sweeney AM, Wadhwa V, Farrell JJ, Makary MS. Interventional Radiology Education for Improving Primary Care Provider Awareness. Curr Probl Diagn Radiol 2021; 51:308-312. [PMID: 34246506 DOI: 10.1067/j.cpradiol.2021.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Accepted: 05/10/2021] [Indexed: 11/22/2022]
Abstract
To evaluate the effectiveness of a lecture series in increasing awareness and knowledge about common interventional radiology (IR) procedures amongst emergency medicine and internal medicine residents at a tertiary care academic medical center.A series of two 60-minute lectures was presented at both the Emergency and Internal Medicine weekly didactic conferences for the respective residency programs. The lectures covered the indications, contraindications, imaging, pre-procedure preparation, complications, and follow-up of common IR procedures, including both didactics as well as interactive question and answer segments. The first lecture included central venous access, IVC filters, and image-guided biopsies, and the second lecture covered biliary interventions, genitourinary interventions, and vascular embolization. Pre/post lecture assessments were given evaluating participant knowledge, and paired one-tailed t-tests were elucidated for evaluating differences in the mean scores.A total of 77 emergency and internal medicine resident physicians participated in assessments of the lecture series. There were significantly increased scores (P<0.001) after both of the lectures (36% to 82% on the first lecture and 44% to 65% on the second lecture), suggesting increased knowledge of the common IR procedures discussed in the lecture.This work demonstrated that educational initiatives such as lecture series implementation are effective methods to increase knowledge of common IR procedures and raise awareness of the specialty among referring providers.
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Affiliation(s)
- Ashley M Sweeney
- Department of Radiology, The Ohio State University Medical Center, Columbus, OH
| | - Vibhor Wadhwa
- Department of Radiology, Weill Cornell Medical Center, New York, NY
| | - Jeffrey J Farrell
- Department of Radiology, University of Pittsburgh Medical Center, Altoona, PA
| | - Mina S Makary
- Department of Radiology, The Ohio State University Medical Center, Columbus, OH..
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Sebastian B, Keshava SN, Lakshminarayan R. The Status of Interventional Radiology as a Specialty among Medical Students in India-Knowledge, Interest, and Exposure. Indian J Radiol Imaging 2021; 31:259-264. [PMID: 34556905 PMCID: PMC8448250 DOI: 10.1055/s-0041-1733813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Purpose Interventional radiology (IR) is a young medical specialty where image guidance is utilized in minimally invasive procedures as a treatment option and/or as a diagnostic tool. There is an exponential increase in awareness and interest in IR amongst medical students. This trend is continuing despite lack of proportionate representation of IR in the current medical curriculum. This study aims to understand the exposure to IR as a specialty amongst medical students in India. Materials and Methods Anonymous, voluntary, online questionnaire was sent to medical students from different parts of the country. The survey comprised 15 questions regarding exposure and awareness on IR. Results The responses were obtained from 1,024 medical students from 98 medical colleges across the country, majority (57.0%) in the clinical years of their training. Thirty-six percent of them were interested in an IR career. Lack of awareness was the most (61.6%) cited reason for not choosing an IR career. Majority (57.9%) would consider IR as a clinical management option and believe that IR holds an important place in medical practice (68.4%). Conclusion There is an evident under-representation of IR in the medical curriculum. However, an increasing awareness and interest among medical students toward IR as a specialty is demonstrated. Incorporation of IR into current medical curriculum in a systematic way is the need of the hour. This would ultimately benefit a wide cohort of patients across multiple specialties.
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Affiliation(s)
- Bibin Sebastian
- Division of Vascular Radiology, Department of Radiology, Hull University Teaching Hospitals NHS Trust, Hull, United Kingdom
| | | | - Raghuram Lakshminarayan
- Division of Vascular Radiology, Department of Radiology, Hull University Teaching Hospitals NHS Trust, Hull, United Kingdom
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DePietro DM, Santucci SE, Harrison NE, Kiefer RM, Trerotola SO, Sudheendra D, Shamimi-Noori S. Medical Student Education During the COVID-19 Pandemic: Initial Experiences Implementing a Virtual Interventional Radiology Elective Course. Acad Radiol 2021; 28:128-135. [PMID: 33132008 PMCID: PMC7572083 DOI: 10.1016/j.acra.2020.10.005] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Revised: 10/12/2020] [Accepted: 10/14/2020] [Indexed: 12/27/2022]
Abstract
Rationale and objectives In response to the COVID-19 pandemic reducing medical student presence on clinical services and in classrooms, academic institutions are utilizing a virtual format to continue medical student education. We describe a successful initial experience implementing a virtual elective in interventional radiology (IR) and provide the course framework, student feedback, and potential improvements. Materials and methods A 2-week virtual IR elective curriculum was created utilizing a combination of synchronous and asynchronous learning and the “flipped” classroom educational model. Students virtually participated in daily IR resident education conferences, resident-led case review sessions, and dedicated lectures. Asynchronous prelearning material consisted of text and video correlating to lecture topics. Anonymous precourse and postcourse surveys were sent to all participating students (n = 10). Results Ten students (100%) completed precourse and seven (70%) completed postcourse surveys. Enrolled students were considering residencies in surgery (50%), internal medicine (40%), interventional radiology (30%), and/or diagnostic radiology (30%). Students’ understanding of what IRs do and the procedures they perform (p < 0.001), when to consult IR for assistance in patient management (p = 0.005), and the number of IR procedures students could recall (p = 0.015) improved after the course. Case-review sessions and virtual lectures ranked as having the highest education value. Students recommended additional small-group case workshops. Conclusion This successful virtual IR elective provides a framework for others to continue IR medical student education during the pandemic and grow the specialty's presence within an increasingly virtual medical school curriculum. The described model may be modified to improve IR education beyond the COVID-19 era.
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Zdilla MJ. Creating a Human Gross Anatomy Laboratory: The Experience at a Primarily Undergraduate Institution. Anat Sci Educ 2020; 13:636-647. [PMID: 31990441 DOI: 10.1002/ase.1946] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2018] [Revised: 01/23/2020] [Accepted: 01/23/2020] [Indexed: 06/10/2023]
Abstract
This paper details the creation of a human gross anatomy laboratory from a defunct chemistry laboratory at West Liberty University, a small primarily undergraduate institution in West Virginia. The article highlights important considerations with regard to the development of a human gross anatomy laboratory including access to human gifts; assessment of the space for size, security, and privacy; assessment of the utilities; acquisition of a dissection table; ventilation; aesthetics in functional design; expenses; and sustainability. The report also identifies favorable conditions and potential pitfalls regarding the creation of a human gross anatomy laboratory. This paper demonstrates that a human gross anatomy laboratory can be created quickly and at little expense.
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Affiliation(s)
- Matthew J Zdilla
- Department of Natural Sciences and Mathematics, West Liberty University, West Liberty, West Virginia
- Department of Graduate Health Sciences, West Liberty University, West Liberty, West Virginia
- Department of Pathology, Anatomy, and Laboratory Medicine (PALM), West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center, Morgantown, West Virginia
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Lang CM, McNicholas D, Wilson MP, Hartery A, Probyn LJ, Ward R. Canadian Radiology Medical Student Interest Groups: What They Are and How We Can Help Them Improve. Can Assoc Radiol J 2020; 71:154-160. [PMID: 32062991 DOI: 10.1177/0846537119885690] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Radiology interest groups (RIGs) can serve as a means of increasing exposure of the radiology specialty early in the medical curriculum while also increasing educational opportunities. However, the organizational structure and various functions of individual RIGs in Canada are not well-documented. We performed a survey of all active RIGs in Canada for the purpose of better understanding their structure, function, and opportunities for improvement. METHODS A 21-question survey was sent to current or recent former medical student leaders of all active RIGs in Canada during the 2016-2017 academic year. RESULTS Radiology interest groups were identified in 88% (15/17) of Canadian medical schools. We received a 100% (15/15) response rate. Events held by RIGs consist mostly of lunch and learns (67%, 10/15), career panels (53%, 8/15), networking events (40%, 6/15), and curriculum-related events (40%, 6/15). General mentorship (93%, 13/14), shadowing opportunities (86%, 12/14), and research mentorship (63%, 8/14) were most often cited in their top 3 choices for opportunities for improvement. Sixty-six percent indicated that if a radiology society were to host a page for their interest group, they would be interested in posting content and/or links. CONCLUSIONS Canadian RIGs offer increased early awareness and education about radiology in the medical curriculum. Radiology departments can facilitate improvement in Canadian RIGs through targeted institutional mentorship, research opportunities, and shadowing programs for their members.
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Affiliation(s)
- C M Lang
- Department of Medical Imaging, University of Toronto, Ontario, Canada
| | | | - Mitchell P Wilson
- Department of Radiology and Diagnostic Imaging, University of Alberta, Ontario, Canada
| | - Angus Hartery
- Department of Radiology, Memorial University of Newfoundland, Ontario, Canada
| | - L J Probyn
- Department of Medical Imaging, University of Toronto, Ontario, Canada
| | - Robert Ward
- School of Medicine, Tufts University, MA, US
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Bork F, Stratmann L, Enssle S, Eck U, Navab N, Waschke J, Kugelmann D. The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy. Anat Sci Educ 2019; 12:585-598. [PMID: 30697948 PMCID: PMC6899842 DOI: 10.1002/ase.1864] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2018] [Revised: 11/08/2018] [Accepted: 11/22/2018] [Indexed: 05/09/2023]
Abstract
Early exposure to radiological cross-section images during introductory anatomy and dissection courses increases students' understanding of both anatomy and radiology. Novel technologies such as augmented reality (AR) offer unique advantages for an interactive and hands-on integration with the student at the center of the learning experience. In this article, the benefits of a previously proposed AR Magic Mirror system are compared to the Anatomage, a virtual dissection table as a system for combined anatomy and radiology teaching during a two-semester gross anatomy course with 749 first-year medical students, as well as a follow-up elective course with 72 students. During the former, students worked with both systems in dedicated tutorial sessions which accompanied the anatomy lectures and provided survey-based feedback. In the elective course, participants were assigned to three groups and underwent a self-directed learning session using either Anatomage, Magic Mirror, or traditional radiology atlases. A pre- and posttest design with multiple choice questions revealed significant improvements in test scores between the two tests for both the Magic Mirror and the group using radiology atlases, while no significant differences in test scores were recorded for the Anatomage group. Furthermore, especially students with low mental rotation test (MRT) scores benefited from the Magic Mirror and Anatomage and achieved significantly higher posttest scores compared to students with a low MRT score in the theory group. Overall, the results provide supporting evidence that the Magic Mirror system achieves comparable results in terms of learning outcome to established anatomy learning tools such as Anatomage and radiology atlases.
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Affiliation(s)
- Felix Bork
- Chair for Computer Aided Medical Procedures and Augmented Reality, Faculty of InformaticsTechnical University of MunichMunichGermany
| | - Leonard Stratmann
- Chair for Vegetative Anatomy, Faculty of MedicineLudwig‐Maximilians UniversityMunichGermany
| | - Stefan Enssle
- Chair for Vegetative Anatomy, Faculty of MedicineLudwig‐Maximilians UniversityMunichGermany
| | - Ulrich Eck
- Chair for Computer Aided Medical Procedures and Augmented Reality, Faculty of InformaticsTechnical University of MunichMunichGermany
| | - Nassir Navab
- Chair for Computer Aided Medical Procedures and Augmented Reality, Faculty of InformaticsTechnical University of MunichMunichGermany
| | - Jens Waschke
- Chair for Vegetative Anatomy, Faculty of MedicineLudwig‐Maximilians UniversityMunichGermany
| | - Daniela Kugelmann
- Chair for Vegetative Anatomy, Faculty of MedicineLudwig‐Maximilians UniversityMunichGermany
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Bassuner J, Duncan D, Molloy C, Makary MS, Bodell B, Assael D, Ahmed R, Vatakencherry G. Recruiting Medical Students to Interventional Radiology: Current State of Affairs. Acad Radiol 2019; 26:1274-1277. [PMID: 30733061 DOI: 10.1016/j.acra.2019.01.015] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2018] [Revised: 01/15/2019] [Accepted: 01/15/2019] [Indexed: 11/19/2022]
Abstract
OBJECTIVE Interventional radiology/diagnostic radiology (IR/DR) is the newest primary specialties offered to trainees, one that medical students can now apply to directly out of medical school. However, medical students are disadvantaged in that the integrated IR/DR pathway requires early decision when often radiology rotations are not part of the core clerkship curriculum. Based upon results from a survey to Integrated IR/DR Program Directors, we report strategies being used by programs to introduce and attract medical students to IR. MATERIALS AND METHODS A questionnaire was written touching on various aspects of medical student engagement. The questionnaire was sent out electronically to 51 IR/DR Program Directors and answers were collated by the Society of Interventional Radiology Resident Fellow Student Section, IR Residency Training Committee. RESULTS Eighteen responses were recorded from programs across the country. All programs encouraged applying to both DR and IR programs. All except one offered research opportunities (94%). The majority offered shadowing opportunities, had dedicated IR interest groups, and invited medical students to device workshops (78%). Planned informal opportunities for medical students to meet faculty and a dedicated department website were made available by most (67%). Little more than half invited medical students to journal clubs (59%). Formal medical student-faculty mentorship program and social media outreach initiatives like Facebook, Student Doctor Network, Twitter, LikedIn, Youtube, and podcasts rounded out the bottom two (50%). Importantly, respondents indicated that they were interested in hearing the results of the survey. CONCLUSION Our survey offers a snapshot of exactly what program directors are doing to address the issue of medical student recruitment.
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Affiliation(s)
| | | | | | | | | | | | - Riz Ahmed
- Advocate Illinois Masonic Medical Center
| | - Geogy Vatakencherry
- Assistant Clinical Professor of Radiology University of California Los Angeles
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Choi WK, Yi P, Hui F. The IR Symposium: A Growing Forum for Medical Student Outreach. J Vasc Interv Radiol 2019; 30:1151-1153.e1. [DOI: 10.1016/j.jvir.2018.12.032] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Revised: 12/20/2018] [Accepted: 12/21/2018] [Indexed: 11/18/2022] Open
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Wang M, Laguna B, Koethe Y, Lehrman E, Kumar V, Kohi MP. Bridging the Gender Gap in the Society of IR: A Benchmark Study. J Vasc Interv Radiol 2019; 30:584-588.e2. [DOI: 10.1016/j.jvir.2018.09.007] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2018] [Revised: 09/04/2018] [Accepted: 09/07/2018] [Indexed: 11/20/2022] Open
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Emin EI, Ruhomauly Z, Theodoulou I, Hanrahan JG, Staikoglou N, Nicolaides M, Thulasidasan N, Papalois A, Sideris M. Are interventional radiology and allied specialities neglected in undergraduate medical education? A systematic review. Ann Med Surg (Lond) 2019; 40:22-30. [PMID: 30962927 PMCID: PMC6429536 DOI: 10.1016/j.amsu.2019.03.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2019] [Revised: 02/17/2019] [Accepted: 03/11/2019] [Indexed: 02/07/2023] Open
Abstract
OBJECTIVES Minimally invasive interventional approaches are gaining wider acceptance with several specialities incorporating such principles. Awareness and understanding of interventional principles require efficacious education and training methodologies. We performed a systematic review to identify all available interventional speciality learning modules or training opportunities available for undergraduate medical students. We also propose a standardised framework for relevant modules. METHODS We searched PubMed and all Ovid databases with no language restriction for studies that report and evaluate interventional speciality educational modules or similar training initiatives. We followed a prospective protocol (PROSPERO registration: CRD42018110006). Internal and external validity of the included studies was assessed. Qualitative synthesis of data was performed to define performance improvement and/or motivation towards a career in an interventional speciality. RESULTS Out of 6081 records, 17 studies met the inclusion criteria, 15 of which were focused on interventional radiology. More than half of studies (9/17) were surveys where student knowledge and interest were reported as poor. 5 out of 6 studies which assessed the effect of educational interventions concluded to improved knowledge or performance. Most surveys concluded that early exposure can increase interest towards such specialities, improve knowledge and relevant motivation. CONCLUSIONS Few studies report teaching initiatives in interventional radiology and other interventional specialities, reflecting the poor relevant motivation and knowledge amongst medical students. Simple interventions e.g. introductory lectures and simulation sessions spark interest in students and also improve knowledge as proven in the case of interventional radiology. Standardisation of such efforts via a suggested framework, Strategy Development Framework for Interventional Radiology, can further optimise such outcomes.
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Affiliation(s)
- Elif Iliria Emin
- Faculty of Life Sciences and Medicine, King's College London, London, UK
| | - Zeinab Ruhomauly
- Faculty of Life Sciences and Medicine, King's College London, London, UK
| | - Iakovos Theodoulou
- Faculty of Life Sciences and Medicine, King's College London, London, UK
| | | | - Nikolaos Staikoglou
- Medical School of Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Marios Nicolaides
- Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | | | | | - Michail Sideris
- Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
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Kumar V, Szeto H, Lehrman ED, Kohlbrenner RM, Kolli PK, Wilson MW, Kohi MP. Expanding the Teaching Toolbox: Characterizing Utility of a Web-Based Lecture Series in Educating Future Colleagues and Referrers about the Field of IR. J Vasc Interv Radiol 2019; 30:589-593.e3. [DOI: 10.1016/j.jvir.2018.11.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2018] [Revised: 10/19/2018] [Accepted: 11/09/2018] [Indexed: 11/24/2022] Open
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Goldman DT, Peters GL, Fischman AM, Vatakencherry GG, Bream PR, Martin JG, Newsome JM, Bercu ZL, Schacht MA, Johnson KS, Milburn JM, Ong S, Kalia V, England E, Heitkamp DE. Best Practices From the APDR: Improving Medical Student Exposure to Interventional Radiology. Acad Radiol 2018; 25:789-791. [PMID: 30691774 DOI: 10.1016/j.acra.2017.11.021] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2017] [Revised: 11/24/2017] [Accepted: 11/30/2017] [Indexed: 11/18/2022]
Affiliation(s)
- Daryl T Goldman
- University of Queensland-Ochsner Clinical School, New Orleans, Louisiana
| | - Gail L Peters
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, Atlanta, Georgia
| | - Aaron M Fischman
- Department of Radiology, Icahn School of Medicine at Mount Sinai, New York, New York
| | | | - Peter R Bream
- Department of Radiology and Radiological Sciences, Vanderbilt University Medical Center, Nashville, Tennessee
| | - Jonathan G Martin
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, Atlanta, Georgia
| | - Janice M Newsome
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, Atlanta, Georgia
| | - Zachary L Bercu
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, Atlanta, Georgia
| | - Michael A Schacht
- Department of Radiology and Imaging Sciences, Indiana University School of Medicine, Indianapolis, Indiana
| | - Karen S Johnson
- Department of Radiology, Duke University Medical Center, Durham, North Carolina
| | - James M Milburn
- Department of Radiology, Ochsner Clinic Foundation, New Orleans, Louisiana
| | - Seng Ong
- Department of Radiology, University of Chicago Medical Center, Chicago, Illinois
| | - Vivek Kalia
- Department of Radiology, University of Michigan Health System, Ann Arbor, Michigan
| | - Eric England
- Department of Radiology, University of Cincinnati Medical Center, Cincinnati, Ohio
| | - Darel E Heitkamp
- Indiana University School of Medicine, Department of Radiology and Imaging Sciences, Indiana University Hospital, 550 N. University Blvd., Room 0641, Indianapolis, IN 46202.
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