Expanding our concept of simulation in radiology: a "Radiology Requesting" session for undergraduate medical students.

BJR open Pub Date : 2022-10-11 eCollection Date: 2022-01-01 DOI:10.1259/bjro.20220012
James Hartley, Bobby Agrawal, Karamveer Narang, Edel Kelliher, Elizabeth Lunn, Roshni Bhudia
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Abstract

Objectives: Whilst radiology is central to the modern practice of medicine, graduating doctors often feel unprepared for radiology in practice. Traditional radiological education focuses on image interpretation. Key areas which are undertaught include communication skills relating to the radiology department. We sought to design teaching to fill this important gap.

Methods: We developed a small group session using in situ simulation to enable final and penultimate year medical students to develop radiology-related communication and reasoning skills. Students were given realistic cases, and then challenged to gather further information and decide on appropriate radiology before having the opportunity to call a consultant radiologist on a hospital phone and simulate requesting the appropriate imaging with high fidelity. We evaluated the impact of the teaching through before-and-after Likert scales asking students about their confidence with various aspects of requesting imaging, and qualitatively through open-ended short answer questionnaires.

Results: The session was delivered to 99 students over 24 sessions. Self-reported confidence in discussing imaging increased from an average of 1.7/5 to 3.4/5 as a result of the teaching (p < 0.001) and students perceived that they had developed key skills in identifying and communicating relevant information.

Conclusions: The success of this innovative session suggests that it could form a key part of future undergraduate radiology education, and that the method could be applied in other areas to broaden the application of simulation.

Advances in knowledge: This study highlights a gap in undergraduate medical education. It describes and demonstrates the effectiveness of an intervention to fill this gap.

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扩展放射学模拟的概念:为医科本科生开设的“放射学请求”课程
虽然放射学是现代医学实践的核心,但毕业的医生往往对放射学的实践感到措手不及。传统的放射学教育侧重于图像解读。教授的主要领域包括与放射科有关的沟通技巧。我们试图通过设计教学来填补这一重要空白。我们开发了一个使用现场模拟的小组会议,使最后一年和第二年的医学生能够发展与放射学相关的沟通和推理技能。学生们得到了真实的病例,然后在有机会打电话给医院的放射科顾问并模拟要求高保真的适当成像之前,挑战收集进一步的信息并决定适当的放射学。我们通过前后李克特量表评估教学的影响,询问学生对要求成像的各个方面的信心,并通过开放式简短回答问卷进行定性评估。该课程分24节向99名学生讲授。自我报告的讨论成像的信心从平均1.7/5增加到3.4/5,作为教学的结果(p < 0.001),学生们认为他们已经发展了识别和交流相关信息的关键技能。这一创新课程的成功表明,它可以成为未来本科放射学教育的重要组成部分,并且该方法可以应用于其他领域,以扩大模拟的应用范围。本研究突出了本科医学教育的差距。它描述并展示了填补这一空白的干预措施的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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