The Short and the Long of It: Transitioning to a Blended Longitudinal Curriculum in Radiology |
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| Institution: | 1. Director of Medical Student Education, Department of Radiology, Weill Cornell Medicine, New York, New York;2. Department of Radiology, Weill Cornell Medicine, New York, New York;3. Department of Radiology, University of North Carolina School of Medicine, Chapel Hill, North Carolina;4. Director of Undergraduate Medical Education and Diversity Liaison, Department of Radiology, University of North Carolina School of Medicine, Chapel Hill, North Carolina; and CME Course Director, American College of Radiology;1. Member, Board of Advisors, Baobab Studios, Redwood City, California;2. Russell H. Morgan Department of Radiology and Radiological Science, Johns Hopkins University School of Medicine, Baltimore, Maryland;3. Division Chief, Diagnostic Division, Department of Radiology, Johns Hopkins University School of Medicine, Baltimore, Maryland;4. Associate Division Chief, Diagnostic Division, Department of Radiology, Johns Hopkins University School of Medicine, Baltimore, Maryland;1. Department of Medicine, University of Washington School of Medicine, Seattle, Washington; and Principal Scholar, Value and Systems Science Lab and Associate Chair, Health Systems, Department of Medicine, University of Washington, Seattle, Washington;2. Department of Health Policy and Management, Johns Hopkins Carey Business School, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland;3. Department of Diagnostic Radiology, Yale University School of Medicine, New Haven, Connecticut; Yale School of Management; Department of Economics, Yale College; Yale School of Public Health, New Haven, Connecticut; and Director, Clinical Leadership Development and Faculty Director, Finance, Department of Radiology, Yale New Haven Health System, New Haven, Connecticut;4. Department of Medicine, University of Washington School of Medicine, Seattle, Washington;1. Department of Art as Applied to Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland; and Board of Governors, The Vesalius Trust for Visual Communication in the Health Sciences;2. Johns Hopkins School of Education, Baltimore, Maryland;3. Department of Art as Applied to Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland;4. Indiana Wesleyan University, Marion, Indiana;5. The Russell H. Morgan Department of Radiology and Radiological Science, Associate Program Director, Johns Hopkins Diagnostic Radiology Residency; and Course Director, Diagnostic Radiology Elective, Johns Hopkins University School of Medicine, Baltimore, Maryland;1. Department of Radiology, University of Mississippi Medical Center, Jackson, Mississippi;2. Department of Radiology, University of Washington, Seattle, Washington;1. Department of Radiology and Imaging Sciences, Emory University, Atlanta, Georgia;2. Professor, School of Economics and Director, Health Economics and Analytics Lab (HEAL), Georgia Institute of Technology, Atlanta, Georgia;3. Professor, Director of Prostate Imaging, Director of Health Policy, and Section Chief of Abdominal Imaging, Department of Radiology, NYU Langone Medical Center, New York, New York;4. Chief, CT Scan, Crozer-Keystone Health System, Springfield Pennsylvania;5. Professor and Vice Chair of Radiology, Department of Radiology and Imaging Sciences, Emory University School of Medicine, Atlanta, Georgia |
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| Abstract: | PurposeThe aim of this study was to demonstrate that the transition from a stand-alone radiology clerkship block to a longitudinally integrated radiology curriculum leverages newer teaching tools favored by today’s learners.MethodsIn 2013 and 2014, medical students attended a dedicated 1-week radiology clerkship course. In 2015, the block clerkship model for radiology transitioned to a vertically integrated curriculum. By 2019, radiology content was integrated into many of the health illness and disease course blocks. Pre- and postcourse multiple-choice question tests as well as anonymous surveys were administered for both clerkship and integrated curriculum blocks. The student survey questions assessed perceptions regarding interpretation skills, imaging modality knowledge, and radiologists’ roles.ResultsAmong 197 total students in the clerkship block, surveys were completed by 170 respondents, yielding a response rate of 86.3%. Among 106 students in the longitudinal course, surveys were completed by 71 respondents, yielding a response rate of 67%. For both clerkship and longitudinally integrated courses, the average number of correct responses after completion of the courses was significantly greater than the average number of correct precourse responses. Compared with students in the clerkship block curriculum, students in the longitudinal curriculum demonstrated a significantly greater frequency of agreement in response to survey questions regarding significant exposure to radiology, feeling comfortable interpreting CT images, and being familiar with how to use the ACR Appropriateness Criteria.ConclusionsTransitioning from a single clerkship block to a more integrated format allows a more effective patient-centered clinical approach to medical imaging. |
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| Keywords: | Medical student education medical school curriculum reform longitudinal curriculum integrated radiology teaching |
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