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Resident Inspired Radiology Curriculum for Subspecialties (RICS): Piloting a Kolb learning based, integrated clinical-radiology program for gastroenterology

Authors

  • Albashir S
  • Bajaj G
  • Kassam Z
  • Xenodemetropoulos T
  • Tse F
  • Singh N

Theme

Postgraduate Education

INSTITUTION

McMaster University

Background

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.

Summary of Work

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.

Summary of Results

 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

Conclusion

This new radiology curriculum, authored by current resident-teachers, employs robust educational methodology and serves as a model for radiology curriculums in other specialties.

Take-home Messages

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.

References


1. Adesunloye BA, Aladesanmi O, Henriques-Forsythe M, Ivonye C. The preferred learning style among residents and faculty members of an internal medicine residency program. J Natl Med Assoc. 2008 Feb;100(2):172-5.

2. Chapman DM, Calhoun JG. Validation of learning style measures: Implications for medical education practice. Med Educ. 2006 Jun;40(6):576-83.

3. Danaher L, Coulthard A, Shay F. Improving post-graduate radiology education: Exploring a multidisciplinary, multimodal, multicentre approach. Journal of Medical Imaging and Radiation Oncology. 2010. October 2010;54:A94.

4. Murray C. Use of learning styles to enhance graduate education. J Allied Health. 2011 Winter;40(4):e67-71.

5. Shukr I, Zainab R, Rana MH. Learning styles of postgraduate and undergraduate medical students. J Coll Physicians Surg Pak. 2013 Jan;23(1):25-30.

6. Williamson KB, Gunderman RB, Cohen MD, Frank MS. Learning theory in radiology education. Radiology. 2004 October 2004;233(1):15-8.

Background
Summary of Work
Summary of Results
Conclusion
Take-home Messages
References
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