Journal of Medical Radiation Sciences最新文献

Introduction: The quality of radiology reports is closely linked to clinical information provided by referrers. Inadequate information can lead to broader differential diagnoses, delayed decisions and lower-value healthcare. To address this, the IMPACT (Information Medically Pertinent for Acute Computed Tomography) criteria were developed to guide referrers on essential clinical details for computed tomography (CT) requests in emergency settings. This study aimed to evaluate whether education based on these criteria-IMPACT Education-improved the quality of CT requests.

Methods: A cross-sectional study was conducted in a large Australian, metropolitan, trauma hospital. Junior doctors in the Emergency Department (ED) were provided with IMPACT Education, a multi-modal teaching program based on rationalised, mnemonic-driven clinical criteria for chest, abdomen and multi-trauma CT requests. A total of 1200 CT requests, 200 made before education (the control group) and 200 made by referrers after completing education (post-education group) for each scan region were assessed for compliance with the IMPACT Criteria. Statistical analyses included Chi-square and Mann-Whitney U tests to assess changes in individual criteria and overall request scores between the two groups.

Results: Overall mean request scores were significantly higher for all scan types in the requests made by those who completed the education, compared to the control group. For CT chest and abdomen, the majority of individual criteria showed significant improvements in the post-education sample. CT multi-trauma requests showed more modest gains, possibly due to clinical urgency and complexity.

Conclusion: The IMPACT Education program improved the quality of clinical information in CT requests from ED referrers for CT chest, abdomen and multi-trauma presentations. The success of the education is attributed to the use of evidence-based teaching strategies. The next phase of this project will investigate the impact of this improvement in request quality on the quality of resultant radiology reports.

Introduction: Critical workforce shortages in radiation oncology have led tertiary institutions to rapidly expand their radiation therapy (RT) student cohorts. The increase in students entering university created the challenge of scaling educational delivery while preserving the quantity and quality of learning essential for developing well-prepared, competent clinicians. Artificial Intelligence (AI) applications have been recognised as valuable tools in medical education; however, limited research has addressed their use in RT education. This study aimed to evaluate three AI educational innovations used in the RT degree at the University of Newcastle.

Methods: A cross-sectional study design was implemented to investigate the perceptions of students toward the integration of three AI educational innovations, which were embedded in the RT program curriculum across Years 1, 2 and 3. The three innovations included: (1) delivery innovation (AI video lectures), (2) assessment innovation (AI-assisted assessment feedback), and (3) content innovation (AI-simulated communication tasks). Descriptive statistics were calculated for quantitative survey responses. Open-ended responses were analysed to find recurring themes.

Results: A total of 62 students participated in the study across three cohorts (Years 1 (n = 33), 2 (n = 13) and 3 (n = 16)), with a mean age of 20.6 years. In Year 1, n = 24 (73%) of students reported being 'satisfied' or 'very satisfied' with the AI video format. Among Year 2 students, n = 7 (54%) wanted AI feedback on future assessments, while n = 6 (46%) were unsure or opposed to future AI feedback. In Year 3, n = 12 (75%) felt 'more' or 'much more comfortable' practising with the AI patient than with peers.

Conclusion: This research revealed varied outcomes related to AI innovations among year groups. The integration of AI was perceived positively; however, participants favoured AI tools for formative learning over those used for assessments.

The utility of radiation and radiation therapy to treat patients with cancer is determined by more than just biomedical or physical factors: patient perceptions of radiation influence both uptake of and adherence to radiation therapy. Such perceptions have been represented in various genres of art and are identifiable in novels, poems, music, film and paintings. In this paper, we outline how radiation therapy has been represented in novels, poems, music, film and the visual arts. Adopting a narrative review approach, empirical research on patient perceptions of radiation therapy is briefly summarised, as are studies on behavioural interventions to help patients cope with radiation therapy. The potential applicability of music (music therapy), film (photovoice) and painting (art therapy) in patients having to undergo radiation therapy is briefly considered. Key findings pertain to improving psychological responses to radiation therapy (reduction in anxiety, depression, fatigue), medical outcomes (duration and perceived discomfort) and patient-healthcare provider communication. As health humanities is the overarching paradigm for research and clinical work in this domain, the examination of patient experiences of radiation therapy provides a novel and timely field of research and clinical work in radiation therapy and health psychology.

This letter highlights the valuable contribution of the review titled 'Quantifying the Carbon Footprint of External Beam Radiation Therapy-A Narrative Review' (https://doi.org/10.1002/jmrs.70009) in understanding how radiation therapy impacts healthcare-related greenhouse gas emissions, particularly through pre-treatment imaging, treatment delivery, and patient travel. Therefore, the letter emphasizes that empowering radiation therapists with green skills is essential to foster a culture of environmental responsibility within radiation therapy departments.

Introduction: A patient's cancer care journey can be complex and difficult to navigate. A new model of radiation therapist-driven patient care, the Patient Care Radiation Therapist (PCRT), was established in 2019. The aim of this study was to assess multidisciplinary staff knowledge and perceptions of the efficacy of the current PCRT role and potential barriers to expanding the role.

Methods: A survey incorporating quantitative and qualitative research strategies was used to collect interdisciplinary team members' perceptions of the PCRT role. Data were assessed by a five-member team and included both quantitative analysis and theme generation through qualitative analysis.

Results: From 118 surveys distributed, the response rate was 55%, with representation from all craft groups. Of the 65 who responded, 94% perceived PCRTs to positively support their clinical roles to improve patient care pathways. Effective communication skills and high-level interpersonal skills were considered the most important skills required by PCRTs to fulfil their role. In analysing the qualitative data and establishing themes, four key areas emerged that included personalised care, care coordination, effective communication skills and patient education.

Conclusion: Identifying gaps in our current cancer services and utilising technical knowledge combined with patient care skills, the PCRT can influence patient care pathways, improve efficiencies and improve the patient experience. To achieve this, clear role delineation and communication between the multidisciplinary team are paramount.

Breast cancer is the most commonly diagnosed cancer among women worldwide, and concerns regarding radiation exposure from mammography screening remain a potential barrier to participation. This scoping review explores existing models estimating long-term radiation risks associated with repeated mammography screening. A structured search across five databases (Medline, Embase, Scopus, Web of Science and CINAHL) along with manual searching identified 24 studies published between 2014 and 2024. These were categorised into three themes: (1) models estimating dose-risk profiles, (2) factors affecting radiation dose and (3) the use of artificial intelligence (AI) in dose estimation and mammographic breast density (MBD) estimation. Studies showed that breast density, compressed breast thickness (CBT) and technical imaging parameters significantly influence mean glandular dose (MGD). Modelling studies highlighted the low risk of radiation-induced cancer, inconsistencies in protocols and vendor-specific limitations. AI applications are emerging as promising tools for improving individualised dose-risk assessments but require further development for compatibility across different imaging platforms.

Introduction: The skill of interpreting medical imaging request and contrast consent forms is integral to student learning and assessing clinical preparedness for practice. This study sought to develop standardised Medical Imaging Suite (MIS) forms using publicly available data on these types of medical documentation. The standardised MIS forms can be integrated into the diagnostic radiography curriculum for undergraduate and postgraduate students and embedded into practical classes, tutorials, simulations and objective structured clinical examinations (OSCEs) to better prepare students for clinical documentation tasks and enhance the student learning experience.

Methods: Open-source medical imaging request forms (n = 30) and contrast consent forms (n = 6) were collected from various radiology providers. The key field components of these forms were analysed using qualitative content analysis to identify essential elements and inform the development of standardised MIS forms.

Results: The forms were sourced from 25 distinct medical imaging providers. Recurring key fields, such as patient details, examination type, clinical history and referrer information, were identified and incorporated into the MIS form templates. This analysis revealed consistent core elements across providers, informing the structure and content of two educational tools. Pregnancy checks were included in only seven request forms and all six contrast consent forms. All contrast consent forms provided background on contrast media injection and risks and checked for renal conditions and diabetes. Other common conditions included asthma (n = 5), thyroid disease (n = 4) and cardiac issues (n = 3).

Conclusion: Standardised MIS forms, modelled on real-world radiology documentation, provide a structured and authentic learning resource within radiography education. Their implementation supports the development of student competencies in communication, documentation and clinical reasoning, while also highlighting the potential for wider adoption across institutions seeking consistent documentation practices. This, in turn, better prepares students for professional practice.

Introduction: Radiographic and nuclear medicine (NM) examinations utilizing pharmaceutical administration including contrast media (CM) and radiopharmaceuticals, have become essential for diagnosing a variety of diseases but may increase infection risks if infection prevention and control (IPC) are inadequately followed. This study investigates IPC knowledge and education among radiographers and NM technologists regarding pharmaceutical administration in medical imaging settings.

Methods: A cross-sectional online questionnaire was administered to newly graduated radiographers and NM technologists in Australia. The survey assessed demographics, IPC knowledge, and perceived effectiveness of IPC training resources in the context of pharmaceutical administration including CM and radiopharmaceuticals. Data were analysed using descriptive statistics, chi-square tests, ANOVA, and content analysis.

Results: Forty-five participants, mostly with bachelor's degrees and 4-5 years of experience, demonstrated high knowledge scores, with 87% scoring 9 or above. Theoretical training was rated as the most helpful IPC resource in university education. Challenges included limited practical opportunities at university, inconsistent supervision, and environmental factors affecting IPC compliance. Many participants reported gaps between university training and workplace practice, citing a need for more practical experience and targeted IPC education.

Conclusions: The findings highlight critical gaps in IPC training for medical imaging professionals, particularly concerning the handling of CM in CT imaging. Strengthening IPC education through targeted, hands-on training and regular refresher courses is essential to improve compliance and safeguard both healthcare workers and patients. Addressing these educational gaps is vital for ensuring that medical imaging professionals are adequately prepared to reduce infection transmission risks in clinical settings.