The integrated nuclear medicine and radiology residency program in the Netherlands: strengths and potential areas for improvement according to nuclear medicine physicians and radiologists.

Abstract Purpose To evaluate the Dutch integrated nuclear medicine and radiology residency program from the perspective of nuclear medicine physicians and radiologists. Methods A survey was distributed among nuclear medicine physicians and radiologists in hospitals that participate in the Dutch integrated nuclear medicine and radiology training program. Results A total of 139 completed questionnaires were included. Nuclear medicine physicians (n = 36) assigned a mean score of 5.7 ± 2.0, and radiologists (n = 103) assigned a mean score of 6.5 ± 2.8 (on a 1–10 scale) to the success of the integrated training program in their hospital. On multiple regression, female gender of the survey participant (B = 2.22, P = 0.034), musculoskeletal radiology as subspecialty of the survey participant (B = 3.36, P = 0.032), and the survey participant’s expectancy of resident’s ability to handle workload after completion of residency, were significantly associated with perceived success of the integrated training program (B = 1.16, P = 0.023). Perceived strengths of the integrated training program included: broadening of expertise, a better preparation of future imaging specialists for hybrid imaging, increased efficiency in training residents, and increased efficiency in multidisciplinary meetings. Perceived weaknesses of the integrated training program included: reduced exposure to nuclear medicine, less time for research and innovation, and concerns about its international recognition. Conclusion This study provided insights into the experiences of nuclear medicine physicians and radiologists with the Dutch integrated nuclear medicine and radiology residency program, which may be helpful to improve the program and similar residency programs in other countries.

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The new integrated nuclear medicine and radiology residency program in the Netherlands: why do residents choose to subspecialize in nuclear medicine and why not?

Journal of Nuclear Medicine ◽

10.2967/jnumed.120.261503 ◽

2021 ◽

pp. jnumed.120.261503

Author(s):

Ton Velleman ◽

Walter Noordzij ◽

Rudi A.J.O. Dierckx ◽

Yfke Ongena ◽

Thomas C. Kwee

Keyword(s):

Nuclear Medicine ◽

The Netherlands ◽

Residency Program ◽

Radiology Residency

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Lessons Learned From the Effects of COVID-19 on the Training and Education Workflow of Radiology Residents—A Time for Reflection: Perspectives of Residency Program Directors and Residents in Canada

Canadian Association of Radiologists Journal ◽

10.1177/0846537120963649 ◽

2020 ◽

pp. 084653712096364

Author(s):

William Warnica ◽

Alan Moody ◽

Linda Probyn ◽

Eric Bartlett ◽

Navneet Singh ◽

...

Keyword(s):

Residency Program ◽

Program Directors ◽

Resident Training ◽

Lessons Learned ◽

Radiology Resident ◽

Training And Education ◽

Radiology Training ◽

Radiology Residency ◽

Residency Program Directors ◽

The Impact

Purpose: The coronavirus disease 2019 (COVID-19) pandemic has led to widespread changes in all health care settings including academic radiology departments. The purpose of this survey-based study was to investigate the impact of COVID-19 on radiology resident training and education workflow in Canada in terms of the nature, scale, and heterogeneity of the changes, preparedness and adaptation, and perceptions of the present and future of radiology training. Methods: A 30-question web-based survey was sent to 17 radiology residency program directors across Canada. A separate 32-question survey was sent to 460 residents currently enrolled in a radiology residency in Canada. These surveys were open for 3 weeks. Results: We received responses from 16 program directors and 80 residents (response rates 94.1% and 17.4%, respectively). Most respondents agreed that objectives were being met for knowledge and interpretation but less so for case volumes and technical skills. Less time was allotted for on-site activities (eg, readouts) with more time for off-site activities (eg, videoconferencing). Daytime rotations were at least partly cancelled. Most respondents felt these changes were met with enthusiasm by both faculty and residents. However, there were perceived challenges including lack of training on virtual platforms for delivery of teaching and decreased staff–resident interaction, with short- and long-term anxiety reported. Conclusions: The coronavirus disease 2019 has dramatically changed radiology resident training in Canada, with increased virtual learning at the expense of cancelled rotations and the resultant reduction in case volumes and staff–resident interaction. Although adopted with enthusiasm, these changes present substantial challenges and anxiety regarding the future of radiology resident education.

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Initial Experience Integrating a Hands-On Innovation Curriculum Into a Radiology Residency Program and Department

Journal of the American College of Radiology ◽

10.1016/j.jacr.2020.04.020 ◽

2020 ◽

Vol 17 (10) ◽

pp. 1329-1333

Author(s):

Marc D. Succi ◽

Brian F. Zamarron ◽

Florian J. Fintelmann ◽

Katherine P. Andriole ◽

Mark P. Ottensmeyer ◽

...

Keyword(s):

Residency Program ◽

Initial Experience ◽

Hands On ◽

Radiology Residency

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Validation of an informatics tool to assess resident’s progress in developing reporting skills

Insights into Imaging ◽

10.1186/s13244-019-0772-0 ◽

2019 ◽

Vol 10 (1) ◽

Author(s):

Facundo N. Diaz ◽

Marina Ulla

Keyword(s):

Communication Skills ◽

Residency Program ◽

Preliminary Report ◽

Objective Assessment ◽

Final Report ◽

Residency Programs ◽

Case Based Learning ◽

Radiology Residency ◽

Clinically Significant ◽

Diagnostic Capabilities

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.

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Personal recollections of Walter E. Dandy and his Brain Team

Journal of Neurosurgery ◽

10.3171/jns.2006.105.3.487 ◽

2006 ◽

Vol 105 (3) ◽

pp. 487-493 ◽

Cited By ~ 9

Author(s):

Irving J. Sherman ◽

Ryan M. Kretzer ◽

Rafael J. Tamargo

Keyword(s):

Training Program ◽

Residency Training ◽

Surgical Training ◽

Residency Program ◽

Residency Training Program ◽

Training System ◽

Johns Hopkins Hospital ◽

Separate Entity ◽

Efficient Organization ◽

Highly Efficient

✓ Walter Edward Dandy (1886–1946) began his surgical training at the Johns Hopkins Hospital in 1910 and joined the faculty in 1918. During the next 28 years at Johns Hopkins, Dandy established a neurosurgery residency training program that was initially part of the revolutionary surgical training system established by William S. Halsted but eventually became a separate entity. Dandy’s residents were part of his “Brain Team,” a highly efficient organization that allowed Dandy to perform over 1000 operations per year, not counting ventriculograms. This team also provided rigorous training in the Halsted mold for the neurosurgical residents. Although exacting and demanding, Dandy was universally admired by his residents and staff. This article describes Dandy’s neurosurgical residency program at Johns Hopkins, and provides personal recollections of training under Walter Dandy.

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