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Radiology Medical Student Education 2020: Surveys of the Alliance of Medical Student Educators in Radiology and Medical Students

. 2022 Feb;29(2):298-311. doi: 10.1016/j.acra.2021.01.003. Epub 2021 Jan 27. Radiology Medical Student Education 2020: Surveys of the Alliance of Medical Student Educators in Radiology and Medical Students

Affiliations

¹ R. Adams Cowley Shock Trauma Center, University of Maryland Medical Center, Baltimore, Maryland. Electronic address: elana.smith@umm.edu.
² R. Adams Cowley Shock Trauma Center, University of Maryland Medical Center, Baltimore, Maryland.
³ University of Maryland School of Medicine, Baltimore, Maryland.
⁴ Vanderbilt University Medical Center, Nashville, Tennessee.
⁵ University of North Carolina Department of Radiology, Chapel Hill, North Carolina.

PMID: 33516589
PMCID: PMC8735856
DOI: 10.1016/j.acra.2021.01.003

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Radiology Medical Student Education 2020: Surveys of the Alliance of Medical Student Educators in Radiology and Medical Students

Elana B Smith et al. Acad Radiol. 2022 Feb.

. 2022 Feb;29(2):298-311. doi: 10.1016/j.acra.2021.01.003. Epub 2021 Jan 27. Affiliations

¹ R. Adams Cowley Shock Trauma Center, University of Maryland Medical Center, Baltimore, Maryland. Electronic address: elana.smith@umm.edu.
² R. Adams Cowley Shock Trauma Center, University of Maryland Medical Center, Baltimore, Maryland.
³ University of Maryland School of Medicine, Baltimore, Maryland.
⁴ Vanderbilt University Medical Center, Nashville, Tennessee.
⁵ University of North Carolina Department of Radiology, Chapel Hill, North Carolina.

PMID: 33516589
PMCID: PMC8735856
DOI: 10.1016/j.acra.2021.01.003

Item in Clipboard

Abstract

Rationale and objectives: The coronavirus disease 2019 (COVID-19) pandemic has resulted in significant changes to medical student education by disrupting clinical rotations, licensing exams, and residency applications. To evaluate the pandemic's impact and required modifications of radiology medical student courses, the authors developed and administered surveys to Alliance of Medical Student Educators in Radiology (AMSER) faculty and enrolled medical students. The surveys requested feedback and insight about respondents' experiences and innovations.

Materials and methods: Anonymous twenty-question and seventeen-question surveys about the pandemic's impact on medical student education were distributed via email to AMSER members and medical students. The surveys consisted of multiple choice, ranking, Likert scale, and open-ended questions. Differences in the Likert score agreement was performed using one-sided Wilcoxon-Mann-Whitney tests. Survey data were collected using SurveyMonkey (San Mateo, California). This study was IRB exempt.

Results: The AMSER survey indicated 96% of institutions cancelled medical student courses and 92% resumed with virtual courses, typically general radiology. A total of 64% of faculty enjoyed online teaching, although 82% preferred on-site courses. A total of 62% of students felt an online radiology course was an excellent alternative to an on-site rotation, although 27% disagreed. A total of 69% of students who completed both on-site and online courses preferred the on-site format. Survey-reported innovations and free response comments have been collated as educational resources.

Conclusion: Faculty were able to adapt radiology courses to the online environment utilizing interactive lectures, self-directed learning, flipped classroom sessions, and virtual readouts, which were effective for student respondents. Hybrid rotations with on-site and online elements may offer the best of both worlds.

Keywords: medical student education; radiology education; remote learning.

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Conflict of interest statement

DECLARATION OF COMPETING INTEREST All authors confirm there are no known conflicts of interest associated with this publication. There has been no financial support for this work.

Figures
Figure 1

Online Radiology Courses. General Diagnostic…

Figure 1

Online Radiology Courses. General Diagnostic Radiology was the course most frequently offered and…

Figure 1

Online Radiology Courses. General Diagnostic Radiology was the course most frequently offered and completed by both faculty and survey respondents.

Figure 2

Course Duration - AMSER and…

Figure 2

Course Duration - AMSER and Student Surveys. The majority of the faculty and…

Figure 2

Course Duration - AMSER and Student Surveys. The majority of the faculty and student respondents reported teaching or completing a 4-week radiology course.

Figure 3

Online versus On-site Educational Resource…

Figure 3

Online versus On-site Educational Resource Utilization - AMSER Survey. The most frequently used…

Figure 3

Online versus On-site Educational Resource Utilization - AMSER Survey. The most frequently used resource in online courses was real-time didactic lectures, although this was used with slightly less frequency than the traditional on-site course. There was also an increase in the use of pre-recorded didactic lectures, use of both publicly available and proprietary didactic websites, apps, and PACS cases, and an increased use of ACR Radiology - TEACHES. Workstation readouts decreased precipitously.

Figure 4

Prior medical student radiology course…

Figure 4

Prior medical student radiology course experience ( n = 16). A slight majority…

Figure 4

Prior medical student radiology course experience (n = 16). A slight majority of students reported never having taken an onsite radiology course. Of the 43% of students who had taken both online and onsite courses, 69% of those students preferred their on-site experience.

Figure 5

Online Course Resource Rankings –…

Figure 5

Online Course Resource Rankings – Student Survey. Resources are presented in descending rank…

Figure 5

Online Course Resource Rankings – Student Survey. Resources are presented in descending rank order from top to bottom, with 14 being the maximum achievable score. Didactic lectures were ranked most highly by student respondents, unknown case conference the lowest.