Leveraging the virtual learning environment to enhance medical student engagement with interventional radiology.

PURPOSE: To evaluate medical student engagement with Interventional Radiology (IR) before and after a virtual elective course. METHODS: The elective was nine, one-hour lectures over ten weeks. An anonymous pre and post-course survey was administered to students. The hypothesis was that this course would increase student engagement with IR. Respondents answered nine questions to score their interest in, exposure to, familiarity with, and understanding of IR using a five-point Likert scale. Demographics were reported for the pre-course group only. A Wilcoxon signed-ranked test was performed to assess for significant mean change in pre and post-course responses. Among the 276 registered students, there were 144 individual, complete responses for the pre-course survey, and 60 paired responses for both surveys. RESULTS: Thirty-seven percent of respondents were first or second year medical students. Thirty percent of participants were enrolled at an institution outside of the United States, 26% are the first in their family to attend college, and 41% identified as female. Thirty-six percent reported this virtual course was one of their earliest experiences with IR. There was a significant increase in student exposure to IR generally, familiarity with IR compared to other specialties, familiarity with the IR training pathway(s), understanding of what an Interventional Radiologist does, understanding of the difference between IR and Diagnostic Radiology, and understanding of when to consult IR for patient care after completion of the course. CONCLUSION: A virtual IR elective is an effective means to increase exposure to, familiarity with, and understanding of IR.

Maximizing Educational Engagement and Program Exposure for Recruitment to the Integrated and Independent Interventional Radiology Programs in a Virtual Environment.

Interventional Radiology residency training programs experienced significant impacts secondary to the COVID-19 pandemic. Prospective resident recruitment and resident education were particularly affected due to limitations on in-person gatherings in effort to curb exposure. Finding ways to mitigate the pandemic's effect on recruitment and education was a challenge faced by residency programs across the nation. This article discusses a single Interventional Radiology program's approach to adapting to the reality of limited interpersonal interaction as well as efforts to maintain engagement for resident recruitment and education in a virtual setting.

Nationwide Analysis of Integrated and Independent Interventional Radiology Residency Websites During the COVID-19 Pandemic.

OBJECTIVES: To analyze current interventional radiology residency program websites based on validated criteria and highlight areas for improvement during the COVID-19 pandemic. MATERIALS AND METHODS: ACGME-accredited interventional radiology residency programs were identified from the Society of Interventional Radiology (SIR) public database, including 91 independent and 89 integrated programs. Program Webpages were then evaluated during September and October 2020 based on the presence of 48 criteria, organized into seven main categories including visibility & communication, program information, curriculum information, faculty description, research, recruitment, and salary and benefits. Programs were also evaluated based on region and research ranking. Additionally, 166 programs with accreditation for Early Specialization in Interventional Radiology (ESIR) were assessed for the presence or absence of ESIR pathway acknowledgement on program webpages. RESULTS: The online search yielded information on all integrated programs (89/89, 100%) and 74 independent programs (74/91, 80.3%). For the ESIR programs, the online search for accreditation acknowledgement yielded 108 programs (108/166, 65%) approved for this pathway. Only seven of the 89 integrated programs met at least 75% of the criteria. Of the 91 independent programs, only one met at least 75% of the criteria. On average, integrated programs met more criteria (25, 52%) than independent programs (17, 36%). When comparing programs based on national rank, the visibility & communication category met more criteria on average than the lower ranked programs (integrated =73% vs. 64%, p = 0.01), (independent = 73% vs. 45%, p = 0.01). When comparing programs regionally, statistical significance was found only in the research category (p = 0.01). When comparing the integrated programs with the independent programs for averages in the 7 categories and the total criteria, statistical significance was found in all categories except facility description: visibility & communication (67.5% vs. 53. 7%, p = 0.01), program information (75.7% vs. 58%, p = 0.01), curriculum information (54.8% vs. 31.4, p = 0.01), research (42.5% vs. 27.5%, p = 0.01), recruitment (42.6% vs. 26.8%, p = 0.01), salary & benefits (47.8% vs. 26.8%, p = 0.01), and total criteria (52% vs. 35.8%, p = 0.01. CONCLUSION: IR residency programs across the country are proficient in providing curricular, and logistical information online. However, improvement is needed in providing nonacademic highlights unique to programs that can aid in maximizing applicant match and compatibility. The information provided by online resources has the potential to influence residency applicant's program ranking and chosen pathway, particularly during the COVID19 pandemic.

Perspective on the New IR Residency Selection Process: 4-year Experience at a Large, Collaborative Training Program.

Interventional Radiology (IR) was officially approved by the American Board of Medical Specialties in 2012 and the Accreditation Council of Graduate Medical Education as a unique, integrated residency in 2014. Its establishment and distinction from diagnostic radiology was compelled by the increasing emphasis on clinical care delivery by IRs. The shift in the IR training paradigm, as exemplified in the Integrated IR residency programs, appeals to a distinct cohort of applicants, prompting the need to re-evaluate the recruitment and selection process. This article discusses selection criteria for identifying ideal candidates for the new IR training model (focusing on Integrated IR residency training), highlights the importance of collaboration between the IR and DR selection committees, and illustrates the changes made at a single institution over the course of 4 selection cycles prior to the COVID-19 pandemic as well as significant changes in the current climate of the global pandemic.

Medical Student Education During the COVID-19 Pandemic: Initial Experiences Implementing a Virtual Interventional Radiology Elective Course.

RATIONALE AND OBJECTIVES: In response to the COVID-19 pandemic reducing medical student presence on clinical services and in classrooms, academic institutions are utilizing a virtual format to continue medical student education. We describe a successful initial experience implementing a virtual elective in interventional radiology (IR) and provide the course framework, student feedback, and potential improvements. MATERIALS AND METHODS: A 2-week virtual IR elective curriculum was created utilizing a combination of synchronous and asynchronous learning and the "flipped" classroom educational model. Students virtually participated in daily IR resident education conferences, resident-led case review sessions, and dedicated lectures. Asynchronous prelearning material consisted of text and video correlating to lecture topics. Anonymous precourse and postcourse surveys were sent to all participating students (n = 10). RESULTS: Ten students (100%) completed precourse and seven (70%) completed postcourse surveys. Enrolled students were considering residencies in surgery (50%), internal medicine (40%), interventional radiology (30%), and/or diagnostic radiology (30%). Students' understanding of what IRs do and the procedures they perform (p < 0.001), when to consult IR for assistance in patient management (p = 0.005), and the number of IR procedures students could recall (p = 0.015) improved after the course. Case-review sessions and virtual lectures ranked as having the highest education value. Students recommended additional small-group case workshops. CONCLUSION: This successful virtual IR elective provides a framework for others to continue IR medical student education during the pandemic and grow the specialty's presence within an increasingly virtual medical school curriculum. The described model may be modified to improve IR education beyond the COVID-19 era.

Overall Impact of the COVID-19 Pandemic on Interventional Radiology Services: A Canadian Perspective.

PURPOSE: The aim of this national survey was to assess the overall impact of the coronavirus disease 2019 (COVID-19) pandemic on the provision of interventional radiology (IR) services in Canada. METHODS: An anonymous electronic survey was distributed via national and regional radiology societies, exploring (1) center information and staffing, (2) acute and on-call IR services, (3) elective IR services, (4) IR clinics, (5) multidisciplinary rounds, (6) IR training, (7) personal protection equipment (PPE), and departmental logistics. RESULTS: Individual responses were received from 142 interventional radiologists across Canada (estimated 70% response rate). Nearly half of the participants (49.3%) reported an overall decrease in demand for acute IR services; on-call services were maintained at centers that routinely provide these services (99%). The majority of respondents (73.2%) were performing inpatient IR procedures at the bedside where possible. Most participants (88%) reported an overall decrease in elective IR services. Interventional radiology clinics and multidisciplinary rounds were predominately transitioned to virtual platforms. The vast majority of participants (93.7%) reported their center had disseminated an IR specific PPE policy; 73% reported a decrease in case volume for trainees by at least 25% and a proportion of trainees will either have a delay in starting their careers as IR attendings (24%) or fellowship training (35%). CONCLUSION: The COVID-19 pandemic has had a profound impact on IR services in Canada, particularly for elective cases. Many centers have utilized virtual platforms to provide multidisciplinary meetings, IR clinics, and training. Guidelines should be followed to ensure patient and staff safety while resuming IR services.

Endovascular simulation as a supplemental training tool during the COVID-19 national emergency.

The ongoing COVID pandemic raises many concerns as our healthcare system is pushed to its limits and as a consequence, Interventional Radiology training may be compromised. Endovascular simulators allow trainees many benefits to build and maintain endovascular skills in a safe environment. Our experience demonstrates a methodology to maintain IR training with use of didactic and simulation supplementation during the COVID-19 pandemic, which may be helpful for incorporation at other institutions facing similar challenges.

The Impact of COVID-19 on Interventional Radiology Training Programs: What You Need to Know.

The COVID-19 pandemic has affected medical education in unprecedented ways. Herein, we briefly describe the affects of COVID-19 on Interventional Radiology residency training and summarize up to date guidance by governing bodies and key stakeholders.