E5540. Developing A New Radiology Pipeline for Medical Students: A Radiology Workshop Approach
  1. Annelise Silva; Wright State University, Boonshoft School of Medicine
  2. Shetal Shah; Cleveland Clinic
  3. Alvin Silva; Mayo Clinic Arizona
This study aims to create and evaluate a novel workshop for medical students designed to raise awareness of radiology, provide career guidance, and immerse students in interactive problem-based learning (PBL) case studies of high yield topics. An additional goal is to assess utilization of near-teaching (NPT) on students’ perceived confidence and knowledge of appropriate imaging utilization per American College of Radiology (ACR) Appropriateness Criteria guidelines.

Materials and Methods:
There was collaboration between four institutions. A 2-hour interactive workshop was divided into a career guidance section and PBL interactive station section. The career guidance section featured an overview of the radiology field, discussion of DR/IR career pathways, and a question and answer career panel featuring perspectives from an M4, TY, DR resident, IR/DR resident, and APD. During PBL station section, students (groups of 10) rotated through four stations featuring different case-based activities where students worked in teams to gather simulated patient history, order imaging, generate differentials, and decide on treatment plan. Each case was created/facilitated by medical students trained/mentored by attending radiologists. Pre/posttest design assessed participants’ knowledge and perceived confidence in navigating a radiology career and appropriate imaging utilization. Knowledge was assessed via image anatomical identification, confidence was assessed via five-point Likert scale descriptive statistics for knowledge assessment scores and confidence questions were calculated, and pre/post differences were assessed via pairwise t-test. Additionally, general workshop opinions on timing and effectiveness of panels/stations were gathered.

After the workshop learners achieved a statistically significant improvement in knowledge assessment scores (p < 0.01; preworkshop mean 4.4 vs. postworkshop 5.9 out of 8 questions). Across all perceived confidence questions, a higher percentage of students reported feeling at least “somewhat confident” (range 38–92%) compared to lower percentages on the preworkshop survey (range 6–61%). Regarding the timing of the workshop, 75% of students agreed that spring of M4 year was the appropriate time for the workshop.

This workshop serves as an important entry point for a potential radiology pipeline for medical students. The results of this workshop show that implementation of such can increase student confidence, knowledge about imaging utilization, and awareness of the radiology field.