E3488. How to Think, Not What to Think: Tips for Teaching Radiology
Authors
Julia Tran;
University of California Irvine Medical Center
James Shi;
University of California Irvine Medical Center
Background
Learning radiology is challenging for trainees as it combines clinical knowledge, visual interpretation skills, and critical thinking skills. The educator’s goal is to distill the process into specific objectives and promote higher order learning above rote memorization.
Educational Goals / Teaching Points
Promote higher order learning when teaching trainees by encouraging greater learning complexity above rote memorization based on Bloom’s taxonomy. Establish critical learning habits in trainees early on with resources and tools described from this exhibit, such as: useful websites, key papers, protocol manuals, and assigned reading goals for each learning topic. Provide constructive feedback that establishes actionable learning goals and defines the root cause when discussing misses or discrepancies.
Key Anatomic/Physiologic Issues and Imaging Findings/Techniques
This educational exhibit strives to provide educators with the necessary tools for teaching radiology effectively. We will explore the foundational concepts of learning, including the hierarchy of competence, Bloom's taxonomy, and the building blocks of radiology. We will detail different methods of teaching such as boxing-and-framing, and showing relationships with flowcharts and algorithms. We will highlight the utility of establishing resources and references, such as websites, papers, and protocol manuals, paired with assigned reading goals for each topic. We will offer strategies to maximize case-based learning. For example, compiling companion cases or showcasing both “Aunt Minnies” and differential cases allows students to dissect the known and identify relationships. We will highlight the importance of establishing expectations and constructive feedback. We will discuss root-cause-analysis tools and provide tips on how to provide actionable constructive feedback.
Conclusion
Learning radiology demands an approach that exceeds surface-level memorization. By incorporating these strategies, educators can cultivate an enriching learning environment, foster critical thinking skills, and help trainees overcome obstacles to learning radiology.
