TY - JOUR
T1 - Integrating evidence-based imaging into the radiology core clerkship
T2 - A proposed teaching tool of imaging strategies
AU - Nadgir, Rohini
AU - Slanetz, Priscilla J.
PY - 2010/7
Y1 - 2010/7
N2 - Purpose: Despite an increasing emphasis on incorporating evidence-based practice into medical student education curricula, no previous work has specifically addressed the incorporation of evidence-based imaging strategies into a radiology clerkship. The authors therefore introduced an evidence-based imaging curriculum during the required radiology core clerkship at their institution and then formally evaluated the sessions. Methods: From March 2007 to March 2008, 150 students in the radiology core clerkship underwent a didactic session on the principles of evidence-based imaging and then participated in a small-group case-based session. At the end of the clinical rotation, students evaluated the exercise for its effectiveness in teaching imaging strategies and its impact on their future careers. Results: Of the 134 students (89%) who responded, 119 (89%) felt challenged to think differently about radiology as a result of these sessions, 129 (96%) believed that they had a better understanding of the indications for certain imaging tests than before the experience, and 119 (89%) were certain that they would use this information later in their careers. The majority, 86 of 134 (64%), preferred the interactive small-group session over a didactic session. Students praised the opportunity to work in teams, work on common clinical scenarios, and gain some awareness of the costs of different imaging tests. A minority of students cited concern for the high volume of information presented per session and a preference to cover more scenarios per session. Conclusion: An evidence-based imaging curriculum was comfortably integrated into a required radiology clerkship and was well received by students.
AB - Purpose: Despite an increasing emphasis on incorporating evidence-based practice into medical student education curricula, no previous work has specifically addressed the incorporation of evidence-based imaging strategies into a radiology clerkship. The authors therefore introduced an evidence-based imaging curriculum during the required radiology core clerkship at their institution and then formally evaluated the sessions. Methods: From March 2007 to March 2008, 150 students in the radiology core clerkship underwent a didactic session on the principles of evidence-based imaging and then participated in a small-group case-based session. At the end of the clinical rotation, students evaluated the exercise for its effectiveness in teaching imaging strategies and its impact on their future careers. Results: Of the 134 students (89%) who responded, 119 (89%) felt challenged to think differently about radiology as a result of these sessions, 129 (96%) believed that they had a better understanding of the indications for certain imaging tests than before the experience, and 119 (89%) were certain that they would use this information later in their careers. The majority, 86 of 134 (64%), preferred the interactive small-group session over a didactic session. Students praised the opportunity to work in teams, work on common clinical scenarios, and gain some awareness of the costs of different imaging tests. A minority of students cited concern for the high volume of information presented per session and a preference to cover more scenarios per session. Conclusion: An evidence-based imaging curriculum was comfortably integrated into a required radiology clerkship and was well received by students.
KW - Evidence based
KW - education
KW - student
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U2 - 10.1016/j.jacr.2010.01.021
DO - 10.1016/j.jacr.2010.01.021
M3 - Article
C2 - 20630387
AN - SCOPUS:84928096332
SN - 1546-1440
VL - 7
SP - 517
EP - 521
JO - Journal of the American College of Radiology
JF - Journal of the American College of Radiology
IS - 7
ER -