Residents’ Perceptions of Usage of the Current Alumni and Attending Network for a Formal Mentorship Program in an Academic Affiliated Community Hospital Radiology Residency

Mentor-mentee relationships within radiology residencies can add significant value to a resident’s overall experience. Studies demonstrate that mentorship programs can increase satisfaction for residents and faculty alike by reducing stress, easing career related decisions, increasing involvement with research, improving teaching and communication skills, and finally increasing leadership roles. In a survey of radiology program directors, 85% of program directors find such a program beneficial but only 57% have a formal program in place. Totally, 42% of program directors believe a structured mentorship program is necessary. Studies have also shown that female residents prefer female mentors. Alumni serve as an ideal group for resident mentorship as they do not face the pressures of internal faculty. No study to date in diagnostic radiology literature uses an alumni network in establishing a formal mentorship program. The objective of this study is to implement a formal mentorship program within an academic affiliated radiology residency by using program alumni and internal attending physicians for potentially increasing faculty engagement, improving resident morale, research opportunities, and networking for fellowship and job opportunities.     

Resident bullying in diagnostic radiology

PurposeWorkplace bullying has been reported in multiple medical specialties outside of diagnostic radiology within the United States. The purpose of this study was to survey diagnostic radiology residents in the United States to determine if: (1) residents had experienced bullying, (2) residents had witnessed bullying of other residents, (3) residents were aware of zero-tolerance policy for workplace bullying at their institution, (4) residents were aware of no retaliation policies for reporting bullying at their institution.Materials and methodsIn December 2017, a weekly E-mail for 4 weeks was sent to diagnostic radiology residents in the United States (residents) who had attended the July 2017, September 2017 and October 2017 4-week American Institute for Radiologic Pathology (AIRP) resident course to participate in an online, anonymous, voluntary survey.Results28% of radiology resident respondents reported workplace bullying during their residency. One third of radiology residents have witnessed workplace bullying of another radiology resident at their facility. Approximately one half (48%) of respondents did not know if their institution had a zero-tolerance policy for workplace bullying, and approximately one half (55%) of respondents did not know if their institution had a no retaliation policy for reporting workplace bullying.ConclusionOur survey of diagnostic radiology residents across the United States confirms workplace bullying during residency, and the opportunity for implementation of zero-tolerance and zero retaliation policies for reporting workplace bullying in residency training institutions.     

Reducing Burnout Among Radiology Trainees: A Novel Residency Retreat Curriculum to Improve Camaraderie and Personal Wellness – 3 Strategies for Success

ObjectivesTo describe a residency retreat curriculum established to improve wellness and reduce burnout within a radiology residency.MethodsA wellness retreat was created and implemented within a large academic medical center's radiology residency. The retreat curriculum was designed by a Radiology Residency Wellness Committee and was supported by departmental funding. The retreat curriculum centered on 3 strategies for success: teambuilding and bonding, Design Thinking, and guided reflection. A questionnaire was distributed at the end of the retreat, asking 12 questions in 5-point Likert format to assess resident satisfaction with different components of the retreat, as well as open-ended questions to more deeply assess the effects of the retreat on the residency experience and personal wellness in our radiology residency. Questionnaire results were summarized using frequency and percentages. Open-ended responses were qualitatively analyzed using the constant comparative method.ResultsThirty-seven of 41 residents (90%) in our radiology residency participated in the retreat. Thirty-five of the 37 residents (95%) participated in the postretreat questionnaire, with 33 of 37 residents (89%) completing the entire questionnaire. Thirty-two of 33 responders (97%) anticipated the retreat would improve their residency experience, and 27 of 33 responders (82%) indicated the retreat would improve their personal wellness. Based upon the open-ended responses, improved camaraderie was the major benefit of the retreat cited by the majority of residents.ConclusionA departmentally sponsored radiology residency retreat may improve personal wellness and reduce burnout.     

Tales of Mentoring in Radiology: The Experience of Residents and Mentors at a Single Academic Program

PurposeTo investigate the utility of mentoring groups in radiology residency.MethodsFive assistant professors of Radiology and 20 radiology residents were divided into 5 groups. One resident from each academic year was randomly paired with a mentor group. Three 1-hour group mentoring sessions took place over the year. Upon completion of the project an anonymous Quality Improvement survey of 20 questions were sent out to participants to assess the utility of these mentoring sessions.ResultsFour mentors out of 5 responded. All 4 had prior neutral and positive experiences as mentees involving career advice and subspecialty choice. During this experience all mentors had a positive experience. The majority found it helpful to have residents of different levels in their group to allow for peer to peer mentoring and all thought the mentoring program should continue. The most common topics they covered during the sessions were career advice and specialty choice. Sixteen residents out of 20 responded. The majority had had a previous mentor experience which was mostly positive or very positive and predominantly career and/or research related. Almost all of them had a positive or very positive mentoring experience this year. The high majority found that having residents of different levels was beneficial. Topics that mentoring sessions helped mostly with were career advice, work life balance and study skills. All of the mentees thought the mentoring program should continue.ConclusionsMentoring groups can be a valuable addition to residency training, especially in helping with career advice and work life balance.     

RadioGraphics: a Web-based model for radiology resident self-education

RATIONALE AND OBJECTIVES: The residency review committee (RRC) for diagnostic radiology of the Accreditation Council for Graduate Medical Education mandates core competencies including computer-aided applications in medicine. The purpose of this review was to evaluate the use of RadioGraphics' on-line CME to satisfy the RRC requirements. MATERIALS AND METHODS: Twenty radiology residents at a university training program read the same four articles in the on-line version of RadioGraphics. Before reading each article, the residents took the associated CME pre-test and, after completing the article, the CME post-test. Each resident completed a survey to evaluate the quality of the resident experience using RadioGraphics' CME on-line program after completing the four articles and tests. RESULTS: The combined mean scores of all four articles pre-test and post-test scores were 5.6 and 9.3. Significant improvement in the test scores was determined by a student t-test (P < .001). Fourteen residents agreed and one resident disagreed with the statement that the modules were time effective. Nineteen of 20 residents agreed with the statement that valuable information for future practice was gained and that they would continue to use RadioGraphics for CME in the future. All of the residents agreed with the statement that the experience satisfied the residency's requirement to teach computer skills appropriate for ongoing learning. CONCLUSION: RadioGraphics' on-line CME an effective method to teach residents skills required by the RRC.     

Medicolegal training in radiology; an overlooked component of the non-interpretive skills curriculum

ObjectiveRadiologists comprise approximately 3.6% of US physicians while ranked 6th–8th in medicolegal claims. Studies suggest that by the age of 60, about half of all radiologists will be sued at least once. Given this likelihood, it is surprising how little attention is paid to teaching of medicolegal issues. It is hypothesized that most trainees emerge from residency with only a vague notion of the medicolegal issues inherent in radiology.MethodsAll of the radiology attendings, trainees and alumni in our tertiary care teaching hospital were surveyed via an electronic questionnaire. Respondents were surveyed on overall knowledge of job-related medicolegal issues and willingness to receive additional education. The survey also included two real life medicolegal scenarios and the radiologists were asked to choose the most likely outcome.ResultsA questionnaire was sent to total of 359 trainees, attendings and alumni. There were 168 responses, constituting a 46.7% response rate, F:M 48:112. Only 41% of the respondents were aware that by the age of 60, half of them would be involved in at least one lawsuit. All knew the most common causes of malpractice claims; however, one-fourth were not aware of available medicolegal resources offered by radiological organizations; 85% of the respondents expressed willingness to attend medicolegal CME courses. All residents surveyed believed that medicolegal lectures should be included in their didactics.ConclusionThere is a dearth of knowledge among radiologists on job-related medicolegal topics. This survey suggests that incorporating additional medicolegal topics into the non-interpretive skills curriculum of residents and medicolegal CME for graduates would be well received.     

Face-to-Face: Resident-led Radiology Medicine Rounds Facilitate Evidence-based Processes for Clinical Decision Support

BackgroundThe transition toward value-based payment models increases focus on the radiologist's direct impact on hospital-provided patient care. Radiology trainees understand inpatient hospital workflows and decision-making paradigms and are well positioned to interface directly with hospital physicians regarding clinical decision making related to diagnostic imaging and/or image guided interventions. A radiology resident-led project with internal medicine residents focused on Clinical Decision Support was designed, implemented, and reviewed, with the objectives of educating clinical teams and positively impacting patient care.Materials and MethodsDuring the 2017-2018 academic year, senior radiology residents (PGY-5) led weekly rounds with medicine residents rotating through inpatient floor units. During these rounds, they discussed indications for and types of hospital inpatient imaging studies, exchanged clinical information, directed further imaging workup, and taught the essentials of image interpretation. Participating medical residents’ degree of radiology-awareness and opinions were systematically surveyed at the conclusion of the academic year. Thirty-four out of a total of 161 (21%) Internal Medicine residents responded to the survey. Thirty one percent of these residents could identify an instance where radiology-led rounds altered patient management and 94% acknowledged an increase in medical knowledge. Sixty-one percent believed evidence-based choice for imaging orders was enhanced by attending radiology-led rounds and 64% developed a better understanding of resources available to guide image ordering. Forty-nine percent of residents made suggestions to their Internal Medicine attending physician or more senior trainee or otherwise applied something learned during radiology-led rounds and 42% cancelled or ordered a study based on what they learned or discussed in radiology rounds. Thirty-nine percent of medicine residents stated that these rounds changed their perception of the role of the radiologist and 75% expressed the desire to see increased participation by radiologists in their daily workflow. Radiology resident-led educational medicine rounds promote cross-specialty collaboration, further educate trainees, and directly affect patient management. It is therefore valuable for radiology trainees to directly engage in the teaching of other medical providers, to enhance their own consultative skill set, promote face-to-face interactions with other physicians, and to directly impact patient care.     

Development of Educational Media for Medical Trainees Studying MRI Physics: Effect of Media Format on Learning and Engagement

PurposeMRI physics is a challenging subject for radiology residents and comprises a significant portion of the ABR CORE examination, which must be passed to achieve board certification. Despite established needs for increased quality and quantity of radiology physics resources, there is little information regarding the most effective method of engaging learners and delivering this content.MethodsTo assess trainee perceptions of currently available MRI physics learning resources, a needs assessment survey was distributed to current members and recent graduates of our diagnostic radiology residency program. Based on the results of the needs assessment, we created three different types of media illustrating the fundamentals of MRI physics: text with images, text with animations, and a narrated video. Formal evaluation of the media via an institutional review board–approved, experimentally designed study helped us better understand the impact that media format had on deep structure learning, efficiency, and engagement.ResultsRespondents to the needs assessment indicated a desire for physics resources that were visually appealing with simplified details and associated practice questions. Participants demonstrated significant learning across all media formats but rated video as the most engaging media type.ConclusionKnowledge of media attributes that positively impact trainee performance may inform content creators and educators alike when designing and distributing educational materials related to MRI physics.     

A roadmap of resident-led initiatives to promote research within the radiology department

RationalWhile radiology residents must participate in a scholarly project per Accreditation Council for Graduate Medical Education (ACGME) Program Requirements, some residency programs may lack a well-thought out, cohesive approach to research that incorporates the residents' perspective. Our objective was to improve the radiology resident research experience with resident-led initiatives.Material and methodsAn annual resident research survey was created and distributed to 28 radiology residents in December 2018. Following the survey, a newly formed resident research committee developed a six-step strategic framework of resident-led initiatives to promote research and scholarly activity within the department: Reflect, Recruit, Regroup, Revive, Recognize, and Review. Outcomes of this framework were evaluated with the second annual resident research survey in December 2019.ResultsOur institution identified areas of improvement on the 2019 survey after the implementation of the six-step initiatives upon comparison to the 2018 survey. A greater number of residents reported that they had adequate or somewhat adequate resources for research within the department in 2019 (95.2% [20/21]) in comparison to 2018 (70.6% [12/17]) (p = 0.03). A greater percentage of residents found available research projects engaging/interesting in 2019 (80.9% [17/21]) compared to 2018 (70.6% 12/17) (p = 0.49). The most commonly reported departmental resources needed to encourage research on the 2019 survey were dedicated research time (26.9%, 18 out of 67 total responses) and mentorship/encouragement from the faculty (19.4%, 13/67).ConclusionWith a specific framework and appropriate departmental support, resident-led initiatives can improve the research experience within the radiology department from the residents' perspective.     

Global Radiology Training Prevalence Among Radiology Residency Programs

ObjectiveGlobal Radiology aims to enhance access to medical imaging services and education, worldwide. To date, few reports have evaluated Global Radiology Training (GRT) in radiology residency programs. Here, we examined how radiology residency programs perceive and incorporate GRT into their curriculum, and how this information is promoted online.MethodsTwo methods were used to examine the current state of GRT. First, radiology residency program directors (identified via the Association of Program Directors in Radiology) were surveyed on topics including: Electives, institutional partnerships, resident and faculty involvement, inquiry by prospective residents, and barriers to implementation. Second, radiology residency program websites (n = 193) were examined for existing GRT on the programs’ publicly available webpages.ResultsThere were 62 survey responses (response rate of 19%). Thirty-eight percent (24/62) of residency programs offered a Global Radiology elective to their residents within the past academic year and 27% (17/62) of programs have active affiliations with medical institutions outside of the United States. Eighty-four percent of program directors (52/62) received questions from residency applicants regarding opportunities to participate in Global Radiology. Furthermore, only 13% (26/193) of all radiology residency programs listed at least one GRT elective on their webpage.DiscussionGRT in radiology residency is more widely available than previously reported and has been underrepresented on residency program websites. In the present survey, the majority of radiology residency program directors reported that radiology is an important component of Global Health, one-third of whom have already incorporated the subject into their curriculum. However, most common barriers to GRT include, perceived lack of time in the curriculum and lack of faculty interest. The high prevalence of inquiry from residency program applicants about GRT suggests that it may be a notable factor for applicants during the ranking process. Programs build up GRT may choose to share related information seeking to may choose to emphasize work in Global Radiology on their program webpages.     

Introducing First-Year Radiology Residents to the ACR at the AMCLC From 2009 to 2013: Summary of Experiences and Five-Year First-Cohort Follow-Up

PurposeThe aim of this report is to provide a five-year summary of the Minnesota Radiological Society’s initiative to send first-year radiology residents to the ACR at the AMCLC. The authors provide an update of the survey data for the first five years (2009-2013) and a report of the ACR membership status of the original 2009 cohort (class of 2012) five years after their conference experience.MethodsParticipating residents from 2009 to 2013 completed pre- and postconference surveys assessing their knowledge of ACR-related topics, conference satisfaction, and intention to join the ACR. ACR membership status of the first cohort was determined using the ACR membership database and compared with both the previous five graduating classes and the national average for practicing radiologists.ResultsSeventy first-year Minnesota radiology residents attended the conference from 2009 to 2013. Knowledge of the ACR significantly increased after the conference. Most residents were highly satisfied or satisfied with their conference experience and highly likely or likely to join the ACR in the future. Two years after residency, 87% of the first cohort (13 of 15) were ACR members, compared with an average membership rate of 57% (63 of 110) for the previous five graduating classes.ConclusionsExposing radiology residents early to the ACR at the AMCLC leads to a significant increase in knowledge pertaining to the professional organization. This exposure likely leads to increased ACR membership when residents enter practice. This early engagement in radiology affairs can lead to a higher rate of ACR membership and to a better informed membership.     

Occupational necessity and educational invention: resident teaching of radiologic technologists

RATIONALE AND OBJECTIVE: Radiology faces a severe and growing shortage of radiologic technologists. One way of redressing this problem is to improve the quality of education provided to radiologic technology students. Yet growing clinical demands increasingly erode faculty time for teaching. This study examined whether radiology residents could provide equivalent instruction in radiologic technology at lower cost, and whether such experience could enhance residents' interest in teaching as part of their careers. MATERIALS AND METHODS: Course evaluation forms completed by the students in a required radiologic pathology course were reviewed, and student-reported faculty and resident performances in teaching were compared. Residents also were surveyed for their reactions to the experience of teaching this course. RESULTS: Ninety percent of students (27 of 30) either agreed or strongly agreed that the course was well taught by radiology faculty members, and 97% (29 of 30) either agreed or strongly agreed that the course was well taught by radiology residents. The total direct cost of instruction by radiology residents was 73% lower than the cost of instruction by faculty. Residents who participated in teaching found the experience worthwhile, and they described a wide variety of personal and educational benefits. CONCLUSION: Involving radiology residents in teaching can help redress the growing shortage of radiologic technologists, relieve some of the pressure on faculty time, and contribute to the professional development of the next generation of radiologists.     

International survey on residency programs in radiology: similarities and differences among 17 countries

ObjectiveWith the initiative of the ACR International Economics Committee, a multinational survey was conducted to evaluate radiology residency programs around the world.MethodsA 31-question survey was developed. It included: economic issues, program size and length, resident's activities during daytime and call, academic aspects including syllabus and examinations. Data was tabulated using the forementioned thematic framework and was qualitatively analyzed.ResultsResponses were received from all 17 countries that were invited to participate (France, Netherlands, Israel, UK, Russia, USA, Japan, India, Germany, Canada, Turkey, Croatia, Serbia, Italy, Ireland, Hungary, and Greece). Residency length varied between 2 and 5 years. The certificate of residency completion is provided by a local hospital [4/17 (23%)], University [6/17 (36%)], National Board [6/17 (36%)], and Ministry of Health [1/17 (6%)]. There was variability among the number of residency programs and residents per program ranging from 15 to 300 programs per nation with a 1–700 residents in each one respectively. Salaries varied significantly and ranged from 8000 to 75,000 USD equivalent. Exams are an integral part of training in all surveyed countries. Length of call varied between 5 and 26 h and the number of monthly calls ranged from 3 to 6. The future of radiology was judged as growing in [12/17 (70%)] countries and stagnant in [5/17 (30%)] countries.DiscussionRadiology residency programs worldwide have many similarities. The differences are in the structure of the residency programs. Stagnation and uncertainties need to be addressed to ensure the continued development of the next generation of radiologists.Summary statementThere are many similarities in the academic aims and approach to education and training of radiology residency programs worldwide. The differences are in the structure of the residency programs and payments to individual residents.     

First-Year Radiology Residents Teaching Anatomy to First-Year Medical Students: A Symbiotic Relationship

ObjectivesOur institution has developed an educational program in which first-year radiology residents teach first-year medical students during gross anatomy laboratory sessions. The purpose of this study is to assess the impact of this program on medical student knowledge and perceptions of radiology, and on resident attitudes toward teaching.Materials and MethodsFirst-year resident pairs taught small groups of medical students during weekly 15-minute interactive sessions, and were evaluated on teaching skills by senior residents. A survey about attitudes toward radiology and a knowledge quiz were sent to the medical students, and a survey about attitudes toward teaching was sent to the first-year radiology residents, both pre-course and post-course.ResultsStudents’ radiology knowledge significantly increased between the pre-course and post-course survey across all categories tested (P < 0.001). Additionally, there were significant improvements in terms of students’ confidence in radiologic anatomy skills, perceived importance of radiology for medical training, familiarity with the field of radiology, and perception that radiologists are friendly (P < 0.001). Radiology residents felt more confident in their teaching proficiency (P < 0.001) by the conclusion of the course.ConclusionsResident-led small-group teaching sessions during anatomy laboratory are mutually beneficial for medical students and radiology residents. The program also allows radiology residents to be exposed early on in residency to teaching and academic medicine.     

Utilization of a Virtual Information Session to Increase Engagement With Prospective Applicants in the Setting of COVID-19

PurposeThis study aimed to assess the efficacy of a virtual information session hosted by a diagnostic radiology residency program at addressing applicant concerns about the 2020-2021 interview cycle and highlighting key aspects of the residency program.MethodsParticipants were recruited to attend the virtual information session over a 2-week period via social media and communication with medical school radiology interest groups. Attendees were able to submit questions or topics of interest prior to the session. The virtual information session was hosted by trainees and faculty from a radiology residency. Data regarding the demographics of the attendees and the efficacy of the session were obtained through interactive live polling during the virtual session and a voluntary anonymous postsession survey.ResultsA total of 171 attendees participated in the virtual information session. Of the attendees, 42% learned about the session from Twitter and 72% were fourth-year medical students applying for residency. Among topics addressed during the session, attendees indicated that they were most interested in learning about “Application strategies during COVID-19” during an in-session poll. On the post-session survey, 96% of attendees reported being more knowledgeable about the residency program culture and the breadth of research and educational opportunities.ConclusionGiven the virtual nature of the 2020-2021 residency application cycle, utilization of web-based platforms for recruitment will be essential. Virtual information sessions can be effective at providing insight into aspects of a residency program that are typically gained during the in-person interview experience.     

Perceptions Regarding Optimal Breast Imaging Education for Radiology Residents: Results of a National Survey

ObjectivesTo assess perceptions among breast radiologists regarding optimal breast imaging rotation organization and educational activities for radiology residents.MethodsAn IRB-exempt anonymous questionnaire was developed in REDCap and distributed as a member survey email by the Society of Breast imaging to 2188 members June 2019. A form with 33 questions asked questions about opinions related to resident rotation composition, read-out strategies, study/procedure volume, simulation and educational materials specific to breast imaging.ResultsA total of 109/2,188 (4.98%) complete survey responses were received. Of the responders, 69/109 (62%) work in academic practice, 16/109 (15%) work in private practice with residents, and 24/109 (22%) work in private practice without residents. There was no significant variation in opinion between those who have >10 years of experience teaching breast imaging 49/109(42.2%) to those with less <10 years’ experience 60/109 (55%). A range of opinions is demonstrated regarding the multiple questions asked with more support for diagnostics and procedures on the second and thirds rotations compared to first rotations. There was strong support of in-person staffing, checklists, simulation for ultrasound-guided procedures (91%) and formal training on delivering bad news (90%). Radiology-pathology conferences and faculty-developed teaching files were highest-rated for effective educational tools.ConclusionsThe results from this survey show varied opinions regarding perceived best practices for resident breast radiology rotations . Further research is needed to determine training outcomes related to rotation organization. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.     

Medical student education in the time of COVID-19: A virtual solution to the introductory radiology elective

Rationale and objectivesDuring the COVID-19 pandemic, medical educators and students are facing unprecedented challenges while navigating the new virtual landscape that social-distancing policies mandate. In response to these challenges, a new virtual introduction to radiology elective was established with unique online resources and curriculum.Materials and methodsA previously in-person 2-week introductory radiology elective was converted into a completely virtual experience using an internally developed, open-source, peer-reviewed, web-based teaching modules combined with virtual lectures, interdisciplinary conferences, and readout sessions of de-identified cases loaded to a DICOM viewer. Students from the first four months of course enrollment completed a multiple choice pre- and post-course knowledge assessments and a 5-point Likert Scale survey as part of their educational experience.ResultsIn total, 26 4th-year medical students participated over 4 separate 2-week sessions from July to October of 2020. This included 12 students from the home intuition and 14 visiting students. On average, students scored 62.2% on the 55-question pre-test and 89.0% on the same test upon completion of the course, a statistically significant increase (p < 0.001). All 26 students felt engaged throughout the course. All 26 agreed (23 “strongly agreed”) that they were more comfortable looking at imaging studies following the course. All 26 also agreed (21 “strongly agreed”) that the course helped them prepare for their future clinical rotations and careers.ConclusionInitial pilot program using unique web-based resources and student encounters during a two-week virtual introductory radiology elective proved to be a positive educational experience for the first 26 students enrolled.     

Parental Leave Policy in Radiology Residency Programs: Current Status

PurposeTo explore the current status and determine the uniformity of parental leave policies among US radiology residency programs.MethodsAn electronic survey was developed and sent to 222 radiology residency program directors (PDs) in June 2019 to assess their policies and attitudes toward parental leave. The survey was administered via the Internet Qualtrics Research Suite (Qualtrics, Provo, Utah) format with four reminders sent over the course of 2 months before closing the data collection.ResultsIn all, 74 PDs responded to the survey. Of those, 88% claimed to have a maternal leave policy (88% explicitly written and 77% paid); 80% had a paternal leave policy (88% explicitly written and 75% paid). The average length of maternal and paternal leaves was 7.4 ± 3.9 and 3.7 ± 3.7 weeks, respectively. Parental leaves were allocated at least every other year in over 70% of programs. Approximately 60% of the PDs required residents to make up call rotations for parental leaves. About 92% of responsive programs adjusted angiography and fluoroscopy rotations for trainees throughout the pregnancy or according to the trainee’s request. Policies did not generally address issues of breastfeeding and nontraditional parenthood.ConclusionThe proportion of radiology programs with explicit maternal leave policies remained constant compared with previous surveys during the last two decades. However, there was a dramatic rise in the adoption of paternal leave policies. Overall, there was a lack of national uniformity in radiology residency programs’ policies concerning parental leave, leaving open the possibility of national guidance in addressing the issue.     

The association of departmental leadership gender with that of faculty and residents in radiology

RATIONALE AND OBJECTIVES: Although the number of women graduating from medical school continues to increase, their representation in radiology residency programs has not increased over the past 10 years. We examined whether the gender of radiology faculty and residents differed according to the gender of the departmental leadership. MATERIALS AND METHODS: We issued an anonymous Web-based survey via e-mail to all 188 radiology residency program directors listed in the Fellowship and Residency Electronic Interactive Database (FREIDA Online). Data regarding the gender of the department chairperson, residency program director, faculty, and residents were collected. The institutional review board granted a waiver for this study, and all subjects provided informed consent. RESULTS: Of the 84 program directors who responded, 9 (10.7%) were chaired by females and 75 (89.3%) by males; residency program director positions were held by 36 (42.9%) females and 48 (57.1%) males. More programs were located in the northeastern United States (n = 31, 36.9%) than in any other region, and more were self-described as academic (n = 36, 42.9%) than any other practice type. Programs that were led by a male chairperson had a similar proportion of female faculty (25.2% versus 27.3%; P = .322) and residents (26.2% versus 27.4%; P = .065) compared with those led by a female. Similarly, radiology departments with a male residency program director had a similar proportion of female residents (24.8% versus 28.7%; P = .055) compared with programs with a female residency program director. CONCLUSION: The gender composition of radiology faculty and residents does not differ significantly according to the gender of the departmental chairperson or residency program director. Nevertheless, there continues to be a disparity in the representation of women among radiology faculty and residents.