A call to action; national survey of teaching radiology curriculum to medical students

Scott Andrew Rohren; Serageldin Kamel; Zoha A Khan; Parth Patel; Sammar Ghannam; Akilan Gopal; Peggy H Hsieh; Khaled M Elsayes

doi:10.25259/JCIS_36_2022

A call to action; national survey of teaching radiology curriculum to medical students

J Clin Imaging Sci. 2022 Oct 10:12:57. doi: 10.25259/JCIS_36_2022. eCollection 2022.

Authors

Scott Andrew Rohren¹, Serageldin Kamel², Zoha A Khan³, Parth Patel³, Sammar Ghannam⁴, Akilan Gopal⁵, Peggy H Hsieh⁶, Khaled M Elsayes⁷

Affiliations

¹ School of Medicine, Baylor College of Medicine, Houston, Texas, United States.
² Lymphoma and Myeloma, University of Texas MD Anderson Cancer Center, Houston, Texas, United States.
³ School of Medicine, McGovern Medical School at UT Health, Houston, Texas, United States.
⁴ Department of Radiology, UT Health Science Center at San Antonio, San Antonio, Texas, United States.
⁵ School of Medicine, University of Texas Southwestern, Dallas, Texas, United States.
⁶ Office of Educational Programs, McGovern Medical School, Houston, Texas, United States.
⁷ Department of Abdominal Imaging, University of Texas MD Anderson Cancer Center, Houston, Texas, United States.

Abstract

Objectives: Radiology and medical imaging are important yet often an underrepresented facet of medical education. Notably, there is concern among radiologists that students do not receive enough radiology exposure and that they struggle to interpret image findings on entering residency. Therefore, this survey aims to identify how medical students perceive the radiology curriculum and to determine gaps in delivery.

Material and methods: Students were recruited from United States (US) medical schools and given a 21-question survey assessing their perception of the radiology curriculum as well as asking about their confidence levels regarding medical imaging. The inclusion criteria were age >18 and enrolled in US medical school. The surveys were completed in April-July 2020 by students across the US. Objective parameters were measured as percentage correct, while subjective parameters used a 4-point Likert scale.

Results: A total of 472 medical students across 31 medical schools completed the surveys with a response rate of 69%. Responses represented all class years within medical schools and showed equal distribution among the future career plans. Students responded that didactic lectures were the most common teaching method and that radiologists were their primary teachers during preclinical education. Students were unfamiliar with the American College of Radiology appropriateness criteria with 65% responding they had never heard of it and 33% reporting that they have heard of it but never used it. In assessing students' perceptions of radiology education, 72% of students responded that they received too little, and 28% of students responded, "Just right." <1% of students responded that there was "Too much" radiology in their curriculum.

Conclusion: Radiologists are increasing their educational representation in medical school curricula. Despite this, radiology continues to be under-represented with students desiring more exposure to medical imaging. Integrating the student's perceptions with existing curricula suggests that efforts should focus on increasing awareness of which studies are appropriate and teaching students how to systematically interpret an image.

Keywords: Appropriateness; Curriculum; Education; Perspective; Teaching.