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Objective:
Although diagnostic radiology is ranked 9th among the top 20 largest residency programs, it ranks 17th for female participation and 20th for underrepresented minorities (URM). Lack of preclinical exposure is just one reason for misconceptions and less interest in radiology. Women may lack mentorship opportunities and perceive radiology as too competitive. URM may not pursue radiology due to the lack of understanding of the field. The 5C’s of radiology framework (curriculum, coaching, collaborating, career, and commitment) outlined factors to create an undergraduate medical radiology curriculum. The purpose of the study is to apply the 5C’s to create a longitudinal educational program in radiology for students. The primary aim is to increase knowledge and interest in radiology. The secondary aim is to increase the diversity of students applying to radiology residency.

Materials and Methods:
A series of virtual and in-person events were conducted at an urban, academic medical school and affiliated undergraduate colleges. Events for medical students included one faculty-led career advising event, two M4-led post-MATCH panels, three radiology skills workshops, and one procedure workshop; one introduction to radiology event was presented to undergraduate students. Students were invited to participate in a survey, consisting of a demographic questionnaire and a knowledge questionnaire, at the end of each event. The demographic questionnaire gathered information regarding gender, race/ethnicity, training level, and radiology exposure. The knowledge questionnaire gathered feedback on the effectiveness of the event in addressing misconceptions, work-life balance, and promoting future interest in radiology. Responses were obtained using a Likert scale to gauge agreement with questions. Completed surveys were analyzed for trends based upon survey and question type, race/ethnicity, and gender.

Results:
Across all events, there were 97 attendees with a 52% survey completion rate (50 responses). Female students comprised 46% of responses, and 35% of responses came from URM. A one-tailed test assessed statistical significance for race/ethnicity and gender trends. The events resulted in a statistically significant positive impact in elucidating URM’s misconceptions of radiology (p = 0.04) and a statistically significant positive impact in increasing URM’s interest in radiology (p = 0.04). Although not statistically significant, responses demonstrated a positive impact in elucidating females’ misconceptions of radiology (p = 0.07).

Conclusion:
Educational programming can positively influence student interest in radiology and clarify misconceptions. Future development includes implementing structured mentorship to coordinate with an existing shadowing program, hosting a women and minorities in radiology panel discussion, and providing additional in-person procedure and radiology skills workshops. Previously held events will also be repeated in the upcoming academic year. Future data analysis includes identifying which modality is most effective at increasing interest among females and URM.