The Impact of a Hands-On Interventional Radiology Training Course on Radiology Resident's Training: A Single Academic Institution Experience

Abstract

Abstract Purpose  The aim of this study was to investigate the outcomes of an instructional hands-on training course that introduces radiology residents to the essential tools and skills needed to perform basic interventional radiology (IR) procedures. Materials and Methods  This study was performed over a single academic year at a single academic institution. A precourse survey was sent to all radiology residents to identify areas of weakness and potential opportunities for improvement. In view of the responses, a hands-on training course was designed to cover the basics of vascular and soft-tissue access, catheters, wires, embolics, and closure devices. The training was provided in a one-to-one setting by a single IR attending over a period of 45 minutes and was concluded with hands-on training on an ultrasound (US) vascular access phantom whenever possible. An anonymous postcourse survey was then distributed and the results were analyzed. Results  The average reported comfort level with basic IR concepts prior to course attendance was 1.7 on a 5-point scale (1 = not comfortable, 5 = very comfortable). This increased to an average of 4 following the course. Ninety-three percent of residents reported they have more confidence getting into the IR suite and assisting in IR procedures following the course. Residents who had an opportunity to train on the US vascular access phantom gave an average response of 4.6 out of 5 to a question of how helpful the experience was in improving their US hand skills (1 = not helpful, 5 = extremely helpful). One hundred percent of responders reported that the course successfully met its goal. Finally, the overall responses were unanimously in favor of continuing the hands-on training course. Conclusion  A personalized, cost-effective, hands-on training course can improve the IR training experience of radiology residents, especially in the early training phase. This model is of particular value for smaller to medium-sized academic institutions with limited financial and educational resources.