SUMMARY
Through the collaboration of a multi-disciplinary team, the University of British Columbia Department of Radiology SCAN Project is intended to develop and to implement a formal structured simulation curriculum for junior diagnostic radiology residents to augment perceived preparedness for independent call responsibilities and achievement of educational outcomes in Competence by Design.
RATIONALE
The academic demands of junior diagnostic radiology post-graduate medical education are formidable. Junior diagnostic radiology residents must both further build upon prior foundations of anatomy and amass a plethora of knowledge of thoracic, abdominopelvic, gynecologic, neurologic, and musculoskeletal pathology to become adept in the interpretation of cross-sectional imaging [1,2]. Moreover, junior diagnostic radiology residents must also become proficient in imaging appropriateness criteria as well as gain knowledge of study protocols [1,2]. The demands of junior diagnostic radiology post-graduate medical education are particularly grueling in the initial months of the second year of post-graduate medical education, as diagnostic radiology residents must timely acquire these skills so that they may be able to safely and diligently handle independent call responsibilities [1,2].
Lecture-based learning remains the primary method of learning to facilitate the acquisition of the aforementioned skills. While the structure of lecture-based learning may vary by post-graduate medical education program, lecture-based learning at institutions nationally is generally delivered to junior diagnostic radiology residents both intermittently throughout the first post-graduate medical education year as well as longitudinally throughout the second post-graduate medical education year [1]. While this traditional method of learning has proven to attain an adequate level of competence, data demonstrate that the performance of junior diagnostic radiology residents on standardized examinations, such as the Canadian National Pre-Call Examination and the American College of Radiology Diagnostic Radiology In-Training (DXIT) Examination, may be improved and the perceived preparedness of junior diagnostic radiology residents for independent call responsibilities may be augmented [1]. While calls for further innovation in diagnostic radiology post-graduate medical education have been made [3,4], the application of innovative learning methods in Canadian diagnostic radiology post-graduate medical education programs remains limited.
Despite the benefits of the application of simulation in medical education no formal structured simulation curriculum has previously been developed in diagnostic radiology post-graduate medical education and the impact of neither the application of simulation nor the application of other innovative learning modalities on academic outcomes in Competence by Design in diagnostic radiology has been previously demonstrated.
OBJECTIVES & PROJECT HYPOTHESIS
The University of British Columbia Department of Radiology SCAN Project shall endeavour:
(1) to develop and to implement a formal structured simulation curriculum for junior diagnostic radiology residents to augment preparedness for independent call responsibilities and achievement of educational outcomes in Competence by Design; and,
(2) to evaluate and to assess the impact of the application of this innovative curriculum on diagnostic radiology residents’ perceived preparedness for independent call responsibilities and achievement of educational outcomes in Competence by Design.
We believe that the development and implementation of the aforementioned formal structured simulation curriculum will enhance diagnostic radiology residents’ perceived preparedness for independent call responsibilities and improve academic outcomes in Competence by Design.
TEAM
Faculty Lead
Dr. Cameron Hague
Resident Leads
Dr. Helena Bentley
Dr. Joel Gamble
Resident Contributors
Dr. Joanna Yuen
Dr. Bo Gong
Dr. James Nugent
Dr. Erik Venalainen
Dr. Lee Treanor
Dr. Tracee Wee
Medical Student Contributors
Mr. Richard Cai
Mr. Victor Lee
Administrative Support
Ms. Alissa Burrows
Mr. Mason Leung
REFERENCES
[1] Darras, Kathryn E., et al. Implementation of a longitudinal introduction to radiology course during internship year improves diagnostic radiology residents’ academic and clinical skills: A Canadian experience. Academic radiology 23.7 (2016): 848-860.
[2] Darras, Kathryn E., et al. Rethinking the PGY-1 basic clinical year: a Canadian National Survey of its educational value for diagnostic radiology residents. Academic radiology 25.9 (2018): 1213-1218.
[3] Slanetz, PJ. and Kelly AM. Transforming radiological education through collaboration and innovation. Academic radiology 23.7 (2016): 777-778.
[4] Sivarajah, Rebecca T., et al. A review of innovative learning methods. Academic radiology 26.1 (2019): 101-113.