Radiologic Technology最新文献

Background: The gold standard for postmortem investigations of fetal and pediatric deaths involving neurological pathologies is a traditional autopsy; however, acquiring all diagnostic information from an autopsy alone can be challenging. In addition, there are substantial obstacles to performing traditional autopsies on the pediatric population such as parental opinion, religious beliefs, and cultural backgrounds. Postmortem computed tomography, sonography, and magnetic resonance (MR) imaging are less invasive alternative approaches for investigating central nervous system-related deaths. Although restrictions in functionality of postmortem MR imaging exist, it is the preferred approach to investigate cause of death.

Discussion: Postmortem MR imaging helps diagnose brain, heart, and musculoskeletal abnormalities, providing information not obtainable through neuropathology due to tissue deterioration. The less invasive approach of postmortem MR imaging, paired with its capability to visualize soft tissue and detect minute alterations, makes this modality a highly valued method for analyzing neurological pathologies. Although traditional autopsy might take weeks to obtain a diagnosis, postmortem MR imaging lessens the duration to hours.

Conclusion: Postmortem imaging has the potential to ease the drawbacks of autopsy such as parental acceptance and nervous tissue autolysis. It also can help determine the cause and time of death. Although postmortem MR imaging has disadvantages, its benefits compared with conventional autopsy warrant its use. With the appropriate research and educational offerings, this modality can overcome the limitations of traditional autopsy and become the new gold standard of postmortem investigations of pediatric cases.

Purpose: To explore student attitudes, knowledge, experience, and receptiveness to interprofessional education (IPE) in the health sciences and to analyze the effectiveness of an interprofessional imaging review workshop.

Methods: Participants were recruited from clinical cohorts of the 3 health science programs at Stony Brook University in New York: radiologic technology, radiation therapy, and medical dosimetry. A mixed-methods design was used in which 24 students from these 3 programs were administered the Readiness for Interprofessional Learning Scale (RIPLS) and an imaging assessment before and after a 6-hour interprofessional imaging review workshop. The workshop consisted of didactics, an imaging assessment (ie, image quiz, anatomy labeling), and collaborative case studies. After the interprofessional workshop, participants also completed a survey sharing their experiences and preferences for future training.

Results: Quantitative findings revealed a substantial and statistically significant improvement in mean quiz scores (46.47% to 82.21%, P , .001, Cohen d 5 2.75) and mean anatomy labeling scores (40.00% to 81.70%, P , .001, Cohen d 5 2.48) after the workshop. Medical dosimetry students initially exhibited higher competencies compared with radiation therapy and radiologic technology students, but the workshop helped narrow this performance gap. The workshop notably enhanced the Teamwork and Collaboration and the Positive Professional Identity subscales of the RIPLS. In addition, qualitative feedback identified areas for workshop improvement, such as incorporating visual aids and adding case studies specific to certain disciplines.

Discussion: This project highlights the positive effect of structured IPE, demonstrating its ability to substantially enhance radiation science education and foster collaboration across health care disciplines. Achieving the learning objective of identifying anatomical structures and positively influencing teamwork and professional identity further validates the efficacy of IPE. Based on student feedback and IPE literature, future iterations could integrate a radiologic technology case study, use visual aids for daily professional roles, and consider virtual reality components to enhance learning outcomes and deepen understanding of different health care roles.

Conclusion: This study demonstrates the substantial positive effect of a 6-hour interprofessional imaging review workshop on enhancing medical imaging learning and fostering positive attitudes toward IPE among radiologic science students.