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Tahir MJ, Jamil H, Jabbar R, Qureshi MK, Zeeshan MH, Ullah I, Nazir A, Malik M, Fadelallah Eljack MM, Asghar MS. Radiology as a career among medical students of Pakistan: A cross-sectional study. Medicine (Baltimore) 2024; 103:e38156. [PMID: 38758871 PMCID: PMC11098226 DOI: 10.1097/md.0000000000038156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/25/2024] [Accepted: 04/16/2024] [Indexed: 05/19/2024] Open
Abstract
Radiology has become a fundamental constituent of the modern medicine. However, it has been observed that medical students in Pakistan often lack sufficient guidance and education in this field. This study aims to establish whether Pakistani medical students possess the requisite basic knowledge required in radiology and their attitude and perception toward radiology as a potential career path. This cross-sectional study conducted a survey among 530 medical students of Pakistan via a self-reported online questionnaire from August 01, 2021 to September 01, 2021. The data collected were analyzed using the SPSS software, along with logistic regression analyses to identify factors associated with interest in pursuing radiology as a career and possessing a comprehensive understanding of radiology among medical students. Of the 530 participants, 44.2% rated their understanding of radiology as "poor" with only 17% indicating interest to pursue a career in radiology. Logistic regression model showed significantly higher odds of radiology as a career among males (Crude odds ratio [COR] = 1.78, 95% confidence interval [CI] = 1.17-2.72, P = .007), medical students of Punjab (COR = 1.55, 95% CI = 1.01-2.40, P = .048), and those, who self-reported their knowledge of radiology as excellent (COR = 14.35, 95% CI = 5.13-40.12, P < .001). In contrast, medical students from Punjab (COR = 0.504, 95% CI = 0.344-0.737, P < .001) and second-year medical students (COR = 0.046, 95% CI = 0.019-0.107, P < .001) had lower odds of good knowledge. Our study suggests that the medical student's knowledge of radiology is deficient. Thus, it is advised that radiological societies work with medical school boards to integrate thorough and early radiology exposure into the undergraduate curriculum.
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Affiliation(s)
- Muhammad Junaid Tahir
- Department of Radiology, Pakistan Kidney and Liver Institute and Research Center, Lahore, Pakistan
| | - Hashaam Jamil
- Department of Medicine, Pakistan Kidney and Liver Institute and Research Center, Lahore, Pakistan
| | - Razia Jabbar
- Department of Medicine, Lahore General Hospital, Lahore, Pakistan
| | | | | | - Irfan Ullah
- Department of Medicine, Kabir Medical College, Gandhara University, Peshawar, Pakistan
| | - Abubakar Nazir
- Department of Medicine, King Edward Medical University, Lahore, Pakistan
| | - Muna Malik
- Department of Pathology, King Edward Medical University, Lahore, Pakistan
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Brown W, Afshari S, Zhou M, Lythgoe J, Walsh R, Hielscher AC. Living and post-mortem CT scans in the gross anatomy lab: A study investigating differences in first-year medical students' exam performance and perceptions. ANATOMICAL SCIENCES EDUCATION 2024; 17:468-482. [PMID: 38213130 DOI: 10.1002/ase.2371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 12/07/2023] [Accepted: 12/09/2023] [Indexed: 01/13/2024]
Abstract
Basic competency in radiological imaging is essential for physicians to identify and manage diseases. An optimal place in which to include imaging in the medical curriculum is during anatomy as students can correlate the 3D anatomy from their body donors with the 2D cross-sectional anatomy. The goal of this project was to enhance first-year medical students' knowledge of cross-sectional imaging in the gross anatomy lab and to investigate whether there are benefits to learning cross sectional imaging via scans from body donors versus living individuals. Student participant performance was evaluated on laboratory practical examinations, CT image questions and spatial anatomical knowledge in the thorax and abdomen sections of gross anatomy. Students learned the cross-sectional imaging during dissections where they accessed the images relevant to their study on Pacsbin, a web-based Digital Imaging and Communication in Medicine viewer, via iPads. Results showed no statistically significant differences in practical examination scores, spatial anatomical knowledge, or identification of anatomical structures on CT image questions between participants who learned from images on body donors versus living individuals. In a questionnaire given at the end of the course, participants cited that the CT images improved their anatomical and imaging knowledge and that they felt better prepared to use imaging software and interpret diagnostic imaging results upon entering clerkships. While there were no differences in academic performance between the groups, positive outcomes regarding student perceptions of anatomical and imaging knowledge and preparedness for use of imaging software were identified in this study.
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Affiliation(s)
- William Brown
- Larner College of Medicine, University of Vermont, Burlington, Vermont, USA
| | - Sam Afshari
- Larner College of Medicine, University of Vermont, Burlington, Vermont, USA
| | - Megan Zhou
- Larner College of Medicine, University of Vermont, Burlington, Vermont, USA
| | - Jacob Lythgoe
- Department of Radiology, University of Vermont, Burlington, Vermont, USA
| | - Ryan Walsh
- Larner College of Medicine, University of Vermont, Burlington, Vermont, USA
- Department of Radiology, University of Vermont, Burlington, Vermont, USA
| | - Abigail C Hielscher
- Larner College of Medicine, University of Vermont, Burlington, Vermont, USA
- Department of Neurological Sciences, University of Vermont, Burlington, Vermont, USA
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McBain K, Chen L, Lee A, O'Brien J, Ventura NM, Noël GPJC. Evaluating the integration of body donor imaging into anatomical dissection using augmented reality. ANATOMICAL SCIENCES EDUCATION 2023; 16:71-86. [PMID: 34850590 DOI: 10.1002/ase.2157] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Accepted: 11/26/2021] [Indexed: 06/13/2023]
Abstract
Augmented reality (AR) has recently been utilized as an integrative teaching tool in medical curricula given its ability to view virtual objects while interacting with the physical environment. The evidence for AR in medical training, however, is limited. For this reason, the purpose of this mixed method study was to evaluate the implementation of overlaying donor-specific diagnostic imaging (DSDI) onto corresponding body donors in a fourth-year, dissection-based, medical elective course entitled anatomy for surgeons (AFS). Students registered in AFS course were separated into groups, receiving either DSDI displayed on Microsoft HoloLens AR head-mounted display (n = 12) or DSDI displayed on iPad (n = 15). To test for the change in spatial ability, students completed an anatomical mental rotation test (AMRT) prior to and following the AFS course. Students also participated in a focus group discussion and completed a survey at the end of AFS, analyzed through thematic triangulation and an unpaired, Mann Whitney U test respectively, both addressing dissection experience, DSDI relevancy to dissection, and use of AR in anatomical education. Although statistically significant differences were not found when comparing student group AMRT scores, survey and discussion data suggest that the HoloLens had improved the students' understanding of, and their spatial orientation of, anatomical relationships. Trunk dissection quality grades were significantly higher with students using the HoloLens. Although students mentioned difficulties with HoloLens software, with faculty assistance, training, and enhanced software development, there is potential for this AR tool to contribute to improved dissection quality and an immersive learning experience.
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Affiliation(s)
- Kimberly McBain
- School of Physical and Occupational Therapy, McGill University, Montreal, Québec, Canada
| | - Liang Chen
- Postgraduate Medical Education, McGill University, Montreal, Québec, Canada
| | - Angela Lee
- Division of Experimental Medicine, McGill University, Montreal, Québec, Canada
| | - Jeremy O'Brien
- Department of Diagnostic Radiology, McGill University, Montreal, Québec, Canada
| | - Nicole M Ventura
- Division of Anatomical Sciences, Department of Anatomy and Cell Biology, McGill University, Montreal, Québec, Canada
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Québec, Canada
| | - Geoffroy P J C Noël
- Division of Anatomical Sciences, Department of Anatomy and Cell Biology, McGill University, Montreal, Québec, Canada
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Québec, Canada
- Division of Anatomy, Department of Surgery, University of California San Diego, La Jolla, California, USA
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