Theme
Postgraduate Education
INSTITUTION
McMaster University
Radiology plays a critical role in the clinical care of many specialties including gastroenterology. Currently, radiology training for subspecialty learners is based on approaches radiologists employ to train core radiology trainees. However, subspecialty trainees are fundamentally different from radiology residents in knowledge, learning styles and needs, given their clinical background. Accordingly, teaching content and strategies must be adapted. As no standardized gastroenterology radiology curriculums exist in Canada, we have developed a novel radiology curriculum that can be utilized as a template for other subspecialties. Unique features include development by residents, direct application of the Kolb learning theory and integrated clinical-radiology modules.
A literature review of subspecialty radiology education was undertaken with subsequent theme analysis extracted. Gastroenterology fellows created the module with radiology and gastroenterology faculty support. Module objectives were vetted in an iterative process by trainees and opinion experts. The pilot module was delivered to McMaster University gastroenterology trainees and evaluated using pre- and post-module surveys, content-based assessment and OSCE radiology sub-scores. The Kolb learning theory was applied to each module moving through diverging, assimilation, converging and accommodating learning styles in a practical manner. Modules address 4 core domains: 1) Creation of a motivating personal experience, 2) Development of new concepts, 3) Practical application with immediate feedback, 4) Reflection, synthesis and extension. Sessions are co-facilitated by a clinical gastroenterologist and radiology faculty to integrate both learning spheres.
All first year gastroenterology residents( n=6) underwent a baseline radiology test prior the start of the radiology curriculum. An interim 3 month post test was done to evaluate resident improvement. A 6 month and 12 month post test will be done in the future. Results are summarized in Table 1 and Graph 1.
Table 1
RESIDENT |
PRETEST SCORE (N/28) |
POST TEST SCORE (N/28) |
MEAN |
14.83 |
21.16 |
RESIDENT 1 |
18 |
22 |
RESIDENT 2 |
15 |
22 |
RESIDENT 3 |
16 |
20 |
RESIDENT 4 |
17 |
19 |
RESIDENT 5 |
12 |
21 |
RESIDENT 6 |
11 |
23 |
LIMITATIONS:
1- Small sample size.
2- Non Validated test.
3- The test itself could be conisdered an enducational intervention and primes the learner
This new radiology curriculum, authored by current resident-teachers, employs robust educational methodology and serves as a model for radiology curriculums in other specialties.
This is a new radiology curriculum tailored to subspecialty trainees applies the Kolb learning theory in each module. This curriculum can serve as a model for other subspecialties.
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