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.

Radiology and the medical student: do increased hours of teaching translate to more radiologists?

Objectives: The UK has a shortage of Radiologists to meet the increasing demand for radiologic examinations. To encourage more medical students to consider Radiology as a career, increased exposure at undergraduate level has been advocated. The aim of this study was to evaluate if formal Radiology teaching hours at medical school had any association with the number of qualified Radiologists joining the General Medical Council Specialist Register. Methods: Total number of doctors joining the GMC Specialist Register as Clinical Radiologists, and those with a primary medical qualifications awarded in Scotland, was obtained from the GMC (2010–2020). Graduate numbers from all 4 Scottish Medical Schools (2000–2011) were also obtained. Hours of Radiology teaching for medical schools in Scotland were obtained from validated AToMS study. Results: Two hundred and twenty three (6.6%) of 3347 Radiologists added to the GMC Specialist Register between 2010 and 2020 received their primary medical qualification (PMQ) from Scottish Universities. The number of Radiologists from Scottish Universities joining the GMC specialist register was 2.6% of the total number of Scottish Medical Graduates. There was no association between the number of hours (Range 1–30) Radiology was taught to medical students and the number that joined the specialist register as Radiologists (p = 0.54 chi square trend). Conclusion: Increased exposure to Radiology teaching does not influence medical students’ decision to take up Radiology as a career. While continued Radiology exposure remains important, other strategies are required in both the short and long term to ensure radiology services are maintained without detriment to patients. Advances in knowledge: Increased hours of Radiology teaching in medical school was not associated with increased radiologists joining the profession.

Assessment of the knowledge of radiology in exiting medical students in University of Calabar

Objectives: Radiology education in the undergraduate level imparts in medical students the basic knowledge to interpret common pathological conditions, know the right imaging requests to make and the right order in which they should be made when they become physicians and the degree of this knowledge is influenced by several factors. The aim of this study was to evaluate the knowledge of radiology in exiting medical students and to identify the challenges of undergraduate radiology education. Material and Methods: This was a prospective cross-sectional observational study that was conducted in a 2-month period in the Radiology Department of the University of Calabar Teaching Hospital. The year 6 medical students of the University of Calabar, who were 79 in number, participated in the study. Relevant questions covering the major areas of radiology were presented to each participant by the use of a pre-test questionnaire. SPSS version 23.0., Pearson’s Chi-square test, and t-tests were used to analyze the data. Results: The medical students had a mean score of 66.5% in radiology knowledge. A significant relationship was observed between diagnostic radiology knowledge and the duration of radiology posting (P = 0.029), radiology teaching methods (P = 0.001), and the quality of learning environment (P = 0.002), respectively. Conclusion: The final year medical students in University of Calabar have an appreciable knowledge of radiology. This can be improved if the duration of radiology education increases by early introduction into the pre-clinical class or other clinical courses, if the radiology teaching methods are updated, and if the quality of the learning environment is improved.

Radiology for medical students: Do we teach enough? A national study

Objective A recent study has shown that the averaged time tabled teaching for a medical student across 5 years in the UK was 4629 hours. Radiology has been demonstrated to be an excellent teaching source, yet the number of hours allocated to this has never been calculated. The aims of this study were to evaluate and quantify the hours allocated to radiology teaching in Scottish Medical Schools and to evaluate if they can fulfil requirements expected from other Clinical disciplines and the upcoming General Medical Council Medical Licensing Assessment (GMC MLA). Methods Data pertaining to timetabled teaching for Radiology in Scottish Universities were obtained from the authors of the Analysis of Teaching of Medical Schools (AToMS) survey. In addition, University Lead Clinician Teachers were surveyed on the radiological investigations and skills medical students should have at graduation. Results Medical students in Scottish Universities were allocated 59 h in Radiology (0.3%) out of a total 19,325 h of timetabled teaching. Hospital-based teaching was variable and ranged from 0 to 31 h. Almost half (15 of 31) of Clinician Teachers felt that there was insufficient radiology teaching in their specialty. Thirteen of 30 conditions included in the GMC MLA were listed by Clinician Teachers, while 23 others not listed by the GMC were considered important and cited by them. Conclusion This study demonstrates that medical students do not receive enough radiology teaching. This needs to be addressed by Universities in collaboration with the NHS in an effort to bring up this up to line with other developed countries and prepare students for the GMC MLA. Advances in knowledge (1) There is insufficient time allocated in Medical Students’ curriculum to Radiology. (2) Radiology teaching in medical schools fall short of University Lead Clinician Teachers’ and GMC expectations of medical students at graduation.

Multidisciplinary Conferences for Radiology Teaching: Why Medical Students Should See the Significance of Imaging and Lifelong Learning

Radiology interfaces with all medical disciplines. Whether medical students pursue a career in radiology or any other medical discipline, as future physicians they will always come across imaging at multidisciplinary conferences (MCs). Students at all departments are confronted with imaging in their studies. It is therefore important they recognize the role of radiology in patient care. With imaging being imperative for patient management, radiology is indispensable at MCs. Radiologists cooperate with all clinical departments, and are often final to be asked for decisions at MCs. Joining MCs can prepare students for image interpretation and demonstration in their future clinical practice. MCs can complement to teaching in busy clinical routine. MCs embody educational grounds of lifelong medical learning for radiologists and other physicians. As medical students are going to enter a profession of lifelong learning, MCs can likewise offer valuable educational opportunities. The article presents three reasons to seize MCs as potential teaching opportunities for medical students in radiology: 1. the significance of radiology for MCs; 2. preparation of medical students for MCs; and 3. exploration of MCs for lifelong learning.

Exploiting Multidisciplinary Conferences in Radiology: Teaching and Learning Opportunities for Medical Students, Radiologists and Clinicians

Multidisciplinary conferences (MCs) including tumor boards (TBs) holding teaching and learning opportunities for medical knowledge should be exploited as educational settings for medical students in radiology. A total of 108 MCs in radiology were analysed on interaction among students, radiologists and clinicians by non-participatory observation in 2019. Data were documented with a standardised observation sheet on criteria of teaching and learning interaction, then categorised and coded. The qualitative analysis was outlined based on two modified pedagogical principles of proactive learning, and teaching and learning processes. Results show that medical students join MCs on their own initiative. However, participation is passive. Interaction with radiologists and clinicians is limited. Although radiologists encourage students to join clinical discussions, to ask questions, and to assist in preparation of case demonstrations, students rarely seize the opportunity. The paper concludes that student interaction with radiologists and clinicians is limited regarding radiology and other medical disciplines. Students should be engaged in clinical discussions; be integrated in assisting radiologists in preparation and follow-up of case demonstrations to learn about imaging; be guided in case demonstrations to understand that clinical decisions depend on information in imaging. MCs can be exploited for teaching and proactive learning by students, radiologists and clinicians. Keywords: multidisciplinary conferences, teaching opportunities, medical education, academic radiology, student interaction

Radiology teaching improves Anatomy scores for medical students

Objective: The aim of this study was to evaluate if small group teaching in Radiology impacted Anatomy scores in the summative end of year examination. Methods: Small group teaching in Radiology was incorporated into Anatomy of year one medical students during the academic years 2016/17 and 2017/18. Examination outcome for 2 years before and 1 year after the study period were compared. Question papers for end of year summative examinations were retrieved; questions relating to Anatomy were identified and anonymised scores for students were obtained. Results: Student numbers ranged 238 to 290/year. Mean Anatomy scores ranged 62–74%, this compared with mean total exam score of 62–65%. No significant difference in Anatomy and Total examination scores for 2015, 2016 and 2019. Mean (SD) Anatomy scores were significantly higher than the Total examination scores for the study period of 2017 and 2018 [68.97 (17.32) vs 63.12 (11.51) and 73.77 (17.85) vs 64.99 (10.31) (p < 0.001)]. Combined Anatomy scores 2017 and 2018 were significantly higher than 2015 and 2016, difference of 5.50 (95% C.I. 3.31–7.70; p < 0.001). Conclusion: This is the first study to objectively demonstrate Radiology small group teaching significantly improved Anatomy scores for medical students in the summative end of year examination. Advances in knowledge: No evidence in the literature that Radiology teaching improves examination outcomes for medical students. This is the first study to directly link Radiology teaching with improved Anatomy examination result. Small group teaching in Radiology is a feasible way to teach Anatomy.