Teaching radiology in Egyptian medical schools: Where do we stand and how can we start?

Background Radiology serves in the diagnosis and management of many diseases. Despite its rising importance and use, radiology is not a core component of a lot of medical school curricula. This survey aims to clarify current gaps in the radiological education in Egyptian medical schools. In February–May 2021, 5318 students enrolled in Egyptian medical schools were recruited and given a 20-multiple-choice-question survey assessing their radiology knowledge, radiograph interpretation, and encountered imaging experiences. We measured the objective parameters as a percentage. We conducted descriptive analysis and used Likert scales where values were represented as numerical values. Percentages were graphed afterwards. Results A total of 5318 medical students in Egypt answered our survey. Gender distribution was 45% males and 54% females. The results represented all 7 class years of medical school (six academic years and a final training year). In assessing students’ knowledge of radiology, most students (75%) reported that they received ‘too little’ education, while 20% stated the amount was ‘just right’ and only 4% reported it was ‘too much.’ Sixty-two percent of students stated they were taught radiology through medical imaging lectures. Participants’ future career plans were almost equally distributed. Near half of participants (43%) have not heard about the American College of Radiology Appropriateness Criteria (ACR-AR), while 39% have heard about it but are not familiar with. Conclusions Radiology is a novel underestimated field. Therefore, medical students need more imaging exposure. To accomplish this, attention and efforts should be directed toward undergraduate radiology education to dissolve the gap between radiology and other specialties during clinical practice. A survey answered by medical students can bridge between presence of any current defect in undergraduate radiology teaching and future solutions for this topic.

Radiation Safety Exploration Using Radio-photoluminescence Dosimeter for Crookes Tubes in Junior and Senior High School in Japan

Background: Crookes tube is utilized in junior high and high schools in Japan to study the character of electrons and current, and not for radiological education. There is no official guideline or regulation for these radiation source to the public. Therefore, most teachers have no information about the leakage of X-rays from Crookes tube. The peak energy of X-rays is approximately 20 keV, and it is impossible to measure using conventional survey meters.Materials and Methods: Each leakage dose of low energy X-rays from 38 Crookes tube in the education field, such as junior and senior high schools in Japan, was explored by the teachers in the school using radio-photoluminescence (RPL) dosimeters. Before and after the measurements, the dosimeters were sent by postal mails.Results and Discussion: At the exploration in this study, it was estimated that the 70 μm dose equivalent, Hp(0.07) of X-rays from 31 Crookes tubes were smaller than 100 μSv in 10 minutes, at the distance of 1 m, where the Crookes tube was usually observed. However, the highest dose was estimated as 0.69 mSv by an equipment with the full power. Furthermore, one Crookes tube exhibited 0.62 mSv with minimum output power of the induction coil. This relatively large dose was reduced by the shorter distance of discharge electrodes of the induction coil.Conclusion: The leakage dose of low energy X-rays from 38 Crookes tube was explored using RPL dosimeters. It was estimated that the Hp(0.07) of X-rays from 31 Crookes tubes were smaller than 100 μSv in 10 minutes at the distance of 1 m, while some equipment radiated a higher dose. With this study, the provisional guideline for the safety operation of Crookes tube is established.

Artificial intelligence for precision education in radiology

In the era of personalized medicine, the emphasis of health care is shifting from populations to individuals. Artificial intelligence (AI) is capable of learning without explicit instruction and has emerging applications in medicine, particularly radiology. Whereas much attention has focused on teaching radiology trainees about AI, here our goal is to instead focus on how AI might be developed to better teach radiology trainees. While the idea of using AI to improve education is not new, the application of AI to medical and radiological education remains very limited. Based on the current educational foundation, we highlight an AI-integrated framework to augment radiology education and provide use case examples informed by our own institution’s practice. The coming age of “AI-augmented radiology” may enable not only “precision medicine” but also what we describe as “precision medical education,” where instruction is tailored to individual trainees based on their learning styles and needs.

The value of the World Wide Web for tele-education in radiology

We assessed Websites for radiological education. Of several hundred sites identified, 30 were randomly selected for evaluation by two groups of observers. All Web pages were rated with respect to time required to access the information; structure and organization of the site; image quality; and information content and relevancy. Rapid access was gained to many educational radiology Websites, which contained large numbers of interesting radiological images of good quality. A weak point was the structure and organization of the sites. The greatest variability in ratings was found in the information content and relevancy of the Websites.