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E2082. Implementation of a Virtual Introductory Lecture Series For First Year Radiology Residents During the COVID-19 World Pandemic
Authors
  1. Tim Naney; University of New Mexico
  2. Shana Elman; University of New Mexico
  3. Jennifer Weaver; University of New Mexico
Background
The beginning of radiology residency can be a stressful experience for first year radiology residents; new residents must navigate unfamiliar physical spaces, develop new social relationships, and begin their radiology education. The COVID-19 pandemic creates educational and wellness dilemmas for faculty and first year radiology residents. Physical distancing requirements limit the ability to welcome and quickly integrate new residents into the radiology department. Our residency program has several social events at the beginning of the academic year to facilitate relationships with new residents, all of which were prohibited by physical distancing requirements. Faculty and senior residents previously interacted with new residents in the reading room to introduce them to radiology education; physical distancing requirements have redistributed faculty and residents from reading rooms to individual administrative/faculty offices and faculty homes, limiting this previously close interaction. In this exhibit, we describe how we developed a virtual introductory lecture series for our first year residents to introduce them to radiology education as well as promote a sense of social inclusiveness and well-being while remaining physically distanced.

Educational Goals / Teaching Points
(1) Review educational and wellness challenges for first year radiology residents created by physical distancing requirements during the pandemic. (2) Describe our virtual introductory lecture series for first year radiology residents.

Key Anatomic/Physiologic Issues and Imaging Findings/Techniques
New residents previously worked closely with senior residents and faculty in the reading room, quickly learning rotation expectations and daily workflow. Supplemental educational resources were often provided by both faculty and senior residents. New residents learned about protocolling imaging studies on a daily basis. We sought to incorporate these topics into our introductory lecture series. We identified the major first year resident rotations- musculoskeletal, cardiothoracic, abdominal, ultrasound, and neuroradiology. A faculty member from each section provided a videoconferencing lecture that summarized specific rotation expectations, workflow, appropriate learning resources, and imaging protocols. This information was also distributed in written form for future reference. To facilitate development of social relationships, each section also introduced their faculty members as well as key technologists and other staff from their section. Key imaging, clinical, and educational physical locations were also discussed. Our lecture series took place in the afternoons over a two-week time period the first month of the academic year. Pre- and post-lecture testing was utilized to evaluate effectiveness of lectures.

Conclusion
Physical distancing requirements of the COVID-19 world pandemic can potentially cause increased educational and social stresses on first year radiology residents. Our virtual introductory lecture series helps alleviate these stresses by providing condensed educational materials as well as facilitating personal introductions and social interactions.