The Current State of Radiology Call Assistant Triage Programs Among US Radiology Residency Programs

2018 ◽  
Vol 25 (2) ◽  
pp. 250-254 ◽  
Author(s):  
Jennifer Shaffer Ngo ◽  
Charles M. Maxfield ◽  
Gary R. Schooler
2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Facundo N. Diaz ◽  
Marina Ulla

Abstract Background Diagnostic radiology residency programs pursuits as main objectives of the development of diagnostic capabilities and written communication skills to answer clinicians’ questions of referring clinicians. There has been also an increasing focus on competencies, rather than just education inputs. Then, to show ongoing professional development is necessary for a system to assess and document resident’s competence in these areas. Therefore, we propose the implementation of an informatics tool to objectively assess resident’s progress in developing diagnostics and reporting skills. We expect to found decreased preliminary report-final report variability within the course of each year of the residency program. Results We analyzed 12,162 evaluations from 32 residents (8 residents per year in a 4-year residency program) in a 7-month period. 73.96% of these evaluations belong to 2nd-year residents. We chose two indicators to study the evolution of evaluations: the total of discrepancies over the total of preliminary reports (excluding score 0) and the total of likely to be clinically significant discrepancies (scores 2b, 3b, and 4b) over the total of preliminary reports (excluding score 0). With the analysis of these two indicators over the evaluations of 2nd-year residents, we found a slight decrease in the value of the first indicator and relative stable behavior of the second one. Conclusions This tool is useful for objective assessment of reporting skill of radiology residents. It can provide an opportunity for continuing medical education with case-based learning from those cases with clinically significant discrepancies between the preliminary and the final report.


Author(s):  
Sami Adham ◽  
Frank J. Rybicki ◽  
Mary C. Mahoney ◽  
Charlotte J. Yong-Hing ◽  
Faisal Khosa

2020 ◽  
pp. 084653711989366
Author(s):  
Joseph Yang ◽  
Danny Jomaa ◽  
Omar Islam ◽  
Benedetto Mussari ◽  
Corinne Laverty ◽  
...  

Purpose: Implementing competency-based medical education in diagnostic radiology residencies will change the paradigm of learning and assessment for residents. The objective of this study is to evaluate medical student perceptions of competency-based medical education in diagnostic radiology programs and how this may affect their decision to pursue a career in diagnostic radiology. Methods: First-, second-, and third-year medical students at a Canadian university were invited to complete a 14-question survey containing a mix of multiple choice, yes/no, Likert scale, and open-ended questions. This aimed to collect information on students’ understanding and perceptions of competency-based medical education and how the transition to competency-based medical education would factor into their decision to enter a career in diagnostic radiology. Results: The survey was distributed to 300 medical students and received 63 responses (21%). Thirty-seven percent of students had an interest in pursuing diagnostic radiology that ranged from interested to committed and 46% reported an understanding of competency-based medical education and its learning approach. The implementation of competency-based medical education in diagnostic radiology programs was reported to be a positive factor by 70% of students and almost all reported that breaking down residency into measurable milestones and required case exposure was beneficial. Conclusions: This study demonstrates that medical students perceive competency-based medical education to be a beneficial change to diagnostic radiology residency programs. The changes accompanying the transition to competency-based medical education were favored by students and factored into their residency decision-making.


Author(s):  
Bahar Mansoori ◽  
Pedram Golnari ◽  
Arghavan Sharifi ◽  
Pegah Khoshpouri ◽  
Hamid Chalian ◽  
...  

2015 ◽  
Vol 12 (3) ◽  
pp. 314-317 ◽  
Author(s):  
Allen S. Prober ◽  
Eric Ledermann ◽  
Alexander Norbash ◽  
William A. Mehan ◽  
Harprit S. Bedi

2003 ◽  
Vol 10 (1) ◽  
pp. 83-86 ◽  
Author(s):  
Kenneth B Williamson ◽  
Valerie P Jackson ◽  
Lois A Shuman ◽  
Michael D Stiefel ◽  
Richard B Gunderman

2008 ◽  
Vol 180 (2) ◽  
pp. 668-672 ◽  
Author(s):  
Vijaya M. Vemulakonda ◽  
Mathew D. Sorensen ◽  
Byron D. Joyner

2020 ◽  
Vol 48 (3) ◽  
pp. E16 ◽  
Author(s):  
Paige Lundy ◽  
Christopher Miller ◽  
Sarah Woodrow

OBJECTIVEIt is estimated that nearly 47 million preventable deaths occur annually due the current worldwide deficit in surgical care; subsequently, the World Health Organization resolved unanimously to endorse a decree to address this deficit. Neurosurgeons from industrialized nations can help address the needs of underserved regions. Exposure during training is critical for young neurosurgeons to gain experience in international work and to cultivate career-long interest. Here, the authors explore the opinions of current residents and interest in global neurosurgery as well as the current state of international involvement, opportunities, and barriers in North American residency training.METHODSAn internet-based questionnaire was developed using the authors’ university’s REDCap database and distributed to neurosurgical residents from US ACGME (Accreditation Council for Graduate Medical Education)–approved programs. Questions focused on the resident’s program’s involvement and logistics regarding international rotations and the resident’s interest level in pursuing these opportunities.RESULTSA 15% response rate was obtained from a broad range of training locations. Twenty-nine percent of respondents reported that their residency program offered elective training opportunities in developing countries, and 7.6% reported having participated in these programs. This cohort unanimously felt that the international rotation was a beneficial experience and agreed that they would do it again. Of those who had not participated, 81.3% reported interest or strong interest in international rotations.CONCLUSIONSThe authors’ results indicate that, despite a high level of desire for involvement in international rotations, there is limited opportunity for residents to become involved. Barriers such as funding and rotation approval were recognized. It is the authors’ hope that governing organizations and residency programs will work to break down these barriers and help establish rotations for trainees to learn abroad and begin to join the cause of meeting global surgical needs. To meet overarching international neurosurgical needs, neurosurgeons of the future must be trained in global neurosurgery.


Author(s):  
Elora Sampaio Lourenço ◽  
Dora Pedroso Kowacs ◽  
Jay Raman Gavvala ◽  
Pedro André Kowacs ◽  
Fábio Augusto NASCIMENTO

ABSTRACT Background: In light of the established challenges of resident EEG education worldwide, we sought to better understand the current state of neurology resident EEG education in Brazil. Objective: To define Brazilian EEG practices including in-residency requirements for EEG training and competency. Methods: We assessed the perspectives of adult residents (PGY1-3) on EEG education and their level of confidence interpreting EEG with a 24-question online survey. Results: We analyzed 102 responses from 52 Brazilian neurology residency programs distributed in 14 states. There were 18 PGY1s, 45 PGY2s, and 39 PGY3s. Ninety-six percent of participants reported that learning how to read EEG during residency was very or extremely important. The most commonly reported barriers to EEG education were insufficient EEG exposure (70%) and ineffective didactics (46%). Residents believed that standard EEG lectures were the most efficient EEG teaching method followed by interpreting EEG with attendings’ supervision. Roughly half of residents (45%) reported not being able to read EEG even with supervision, and approximately 70% of all participants did not feel confident writing an EEG report independently. Conclusion: Despite the well-established residency EEG education requirements recommended by the Brazilian Academy of Neurology (ABN), there seems to be a significant lack of comfort interpreting EEG among Brazilian adult neurology residents. We encourage Brazilian neurology residency leadership to re-evaluate the current EEG education system in order to ensure that residency programs are following EEG education requirements and to assess whether EEG benchmarks require modifications.


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