A problem-based learning experience in a radiology rotation for sixth-year medical students.

OBJECTIVE: To analyse a problem-based learning experience (PBL) in the sixth year of medicine, within a course organised in successive rotations of 12 school days for 7 annual groups. MATERIAL AND METHODS: Each group was divided into subgroups of 6-8 students. Each subgroup was assigned two cases with radiographic images that they had to prepare and present in a joint session in which the students discussed each case and the teacher acted as moderator, without providing solutions. Finally, they had 15 days to complete the debate in an online forum and prepare a written report on each case. RESULTS: During 6 consecutive years, 1001 students participated, whose annual grades ranged between 7.7 ±â€¯1.6 and 9.0 ±â€¯0.7 (mean ±â€¯standard deviation). No correlation was found between the degree of difficulty assigned to the cases and the mean score obtained by each group (R2 = 0.0115). Sixty-six point two percent completed a questionnaire rating various aspects of this experience above 4 out of 5 points and providing overall scores above 8.3 out of 10 points in the different years. The students found this experience appropriate to the objectives of the subject and useful for their educational needs. CONCLUSIONS: PBL allows students to acquire skills of understanding, reasoning and deepening in radiological diagnosis. This study demonstrates that an experience based on PBL can be included in a radiology course organised in a traditional way, allowing students to be graded regardless of the difficulty of the cases.

Update in imaging tests used for the localization of parathyroid pathology.

Preoperative localization of parathyroid pathology, generally a parathyroid adenoma, can be difficult in some cases due to the anatomical variants that these glands present. The objective of this review is to analyse the different imaging techniques used for preoperative localization of parathyroid pathology (scintigraphy, ultrasound, CT, MRI and PET). There is great variability between the different tests for the preoperative localization of parathyroid pathology. The importance of knowing the different diagnostic options lies in the need to choose the most suitable test at each moment and for each patient for an adequate management of primary hyperparathyroidism (PHP) with surgical criteria.

End-of-degree projects in radiology in Spanish universities.

The End-of-Degree Project (TFG) is a supervised research project that medical students must carry out before graduating. This study aims to make radiology teaching staff aware of the importance of getting involved in tutoring radiology TFGs. We provide recommendations to help encourage students choose our area and carry it out. We describe the TFG regulations for the subject of medicine as well as data on TFGs carried out both in medicine in general, and more specifically in radiology between 2018 and 2022. The total number of radiology TFGs was 181, accounting for 3.3% of the 5349 TFGs carried out in medicine. There was a discrepancy between the results found on the websites, those expected according to the number of graduates and those provided by the teachers contacted. We would consider reasonable a percentage of TFGs in radiology proportional to the number of credits of this subject during the degree course and the number of lecturers in this subject.

The current situation of Radiology training in medical studies in Spain.

Radiology is now an essential part of Clinical Medicine, but undergraduate training does not reflect its importance in medical practice. In the current course, there are 46 medical schools in our country. According to the information published on the institutional websites, the study plans are very different in terms of the presence of Diagnostic Radiology and the organization of teaching. The estimated number of teaching hours in diagnostic radiology (mean ±â€¯standard deviation) is 61.3 ±â€¯22.2 h (range from 26 h to 137 h). There is a great shortage of clinical university professors, and a generational change is essential. The current situation poses various challenges, including adapting to new teaching methods and technologies and promoting the presence of radiology in medical study plans, paying special attention to hospital practices, the Final Degree Project (FDP) and the Objective Structured Clinical Examination (OSCE).

Gamification: Basic concepts and applications in radiology.

Gamification is the use of elements from games in non-game environments, such as education. It is an alternative educational focus that promotes students' motivation and participation in the learning process. Gamification had proven effective in training health professionals and can play an important role in diagnostic radiology training, both at the undergraduate and postgraduate levels. Gamification activities can be carried out in real environments, such as classrooms or session rooms, but there are also interesting online modalities that favor remote access and user management. The possibilities of gamification in virtual worlds to teach undergraduate students radiology are very promising and deserve to be explored in training residents. This article aims to review general concepts in gamification and to present the main types of gamification used in medical training, pointing out its applications and advantages and disadvantages and emphasizing experiences in radiology education.

Gamificación: conceptos básicos y aplicaciones en Radiología / Gamification: basic concepts and applications in radiology

La gamificación consiste en el empleo de elementos de los juegos en entornos no lúdicos, como la educación. Es un enfoque educativo alternativo que fomenta la motivación y la participación de los estudiantes en su proceso de aprendizaje. La gamificación ha demostrado eficacia en la formación de profesionales de la salud y un papel importante en la formación en radiodiagnóstico, tanto en pregrado como en posgrado. Las actividades de gamificación pueden realizarse en entornos reales, como aulas o salas de sesiones, pero existen interesantes modalidades online que favorecen el acceso remoto y la gestión de usuarios. Las posibilidades de gamificación en mundos virtuales para aprender radiología en pregrado son muy prometedoras y merecen ser exploradas con residentes. El objetivo de este artículo es revisar conceptos generales de gamificación y presentar los principales tipos empleados en la formación médica, destacando sus aplicaciones, ventajas e inconvenientes y enfatizando experiencias educativas en radiología (AU)

Gamification is the use of elements from games in non-game environments, such as education. It is an alternative educational focus that promotes students’ motivation and participation in the learning process. Gamification had proven effective in training health professionals and can play an important role in diagnostic radiology training, both at the undergraduate and postgraduate levels. Gamification activities can be carried out in real environments, such as classrooms or session rooms, but there are also interesting online modalities that favor remote access and user management. The possibilities of gamification in virtual worlds to teach undergraduate students radiology are very promising and deserve to be explored in training residents. This article aims to review general concepts in gamification and to present the main types of gamification used in medical training, pointing out its applications and advantages and disadvantages and emphasizing experiences in radiology education (AU)

The objective structured clinical examination (OSCE): Main aspects and the role of imaging.

The objective structured clinical examination (OSCE) is a format of examination that enables students to be evaluated in a uniform, standardized, reliable, and objective way. It is carried out in different clinical stations that simulate real clinical situations and scenarios. Numerous universities in Spain and other countries employ this approach for the final examination for medical school students. This update describes the organization, design, and fundamentals for the OSCE, proposing that radiology should form part of multidisciplinary OSCEs to the extent that it forms part of clinical practice. Moreover, it is interesting and opportune to introduce the OSCE in undergraduate and postgraduate training in radiology. Online platforms enable bidimensional OSCEs that are cost-effective in terms of staff, resources, and physical space, although this approach has certain limitations. Virtual world technologies make it possible to reproduce OSCE stations in three-dimensional scenarios; recent experiences in radiology have shown that this approach interests and motivates students and is widely accepted by them.

La evaluación clínica objetiva estructurada (ECOE): aspectos principales y papel de la radiología / The objective structured clinical examination (OSCE): main aspects and the role of imaging

La evaluación clínica objetiva estructurada (ECOE) es un formato de examen que permite evaluar habilidades clínicas del alumnado de forma fiable, objetiva, uniforme y estandarizada. Se desarrolla en diferentes estaciones clínicas que simulan escenarios y situaciones clínicas reales. Actualmente, se está utilizando como prueba final en el grado en Medicina en numerosas universidades, incluidas las españolas. Esta actualización presenta su organización, diseño y fundamentos, y propone que la radiología debe estar presente en las ECOE multidisciplinares, en la medida en que lo está en la práctica clínica. Además, es interesante y oportuno introducir la ECOE en la formación radiológica, en pregrado y posgrado. Las plataformas online posibilitan realizar ECOE virtuales bidimensionales coste-efectivas en términos de personal, recursos y espacio físico, aunque con ciertas limitaciones. La tecnología de mundos virtuales permite reproducir estaciones ECOE en escenarios tridimensionales; experiencias recientes en radiología han mostrado gran aceptación, interés y motivación en los alumnos. (AU)

The objective structured clinical examination (OSCE) is a format of examination that enables students to be evaluated in a uniform, standardized, reliable, and objective way. It is carried out in different clinical stations that simulate real clinical situations and scenarios. Numerous universities in Spain and other countries employ this approach for the final examination for medical school students. This update describes the organization, design, and fundamentals for the OSCE, proposing that radiology should form part of multidisciplinary OSCEs to the extent that it forms part of clinical practice. Moreover, it is interesting and opportune to introduce the OSCE in undergraduate and postgraduate training in radiology. Online platforms enable bidimensional OSCEs that are cost-effective in terms of staff, resources, and physical space, although this approach has certain limitations. Virtual world technologies make it possible to reproduce OSCE stations in three-dimensional scenarios; recent experiences in radiology have shown that this approach interests and motivates students and is widely accepted by them. (AU)

Medical students' perceptions of the impact of artificial intelligence in radiology.

OBJECTIVES: To analyse medical students' perceptions of the impact of artificial intelligence in radiology. MATERIAL AND METHODS: A structured questionnaire comprising 28 items organised into six sections was distributed to students of medicine in Spain in December 2019. RESULTS: A total of 341 students responded. Of these, 27 (7.9%) included radiology among their three main choices for specialization, and 51.9% considered that they clearly understood what artificial intelligence is. The overall rate of correct answers to the objective true-or-false questions about artificial intelligence was 70.7%. Whereas 75.9% expressed their disagreement with the hypothesis that artificial intelligence would replace radiologists, only 41.9% disagreed with the hypothesis that the demand for radiologists would decrease in the future. Only 36.7% expressed concerns about the role of artificial intelligence related to choosing radiology as a specialty. A greater proportion of students in the early years of medical school agreed with statements that radiologists accept artificial-intelligence-related technological changes and work with the industry to apply them as well as with statements about the need to include basic training about artificial intelligence in the medical school curriculum. CONCLUSIONS: The students surveyed are aware of the impact of artificial intelligence in daily life, but not of the current debate about its potential applications in radiology. In general, they think that artificial intelligence will revolutionise radiology without having an alarming effect on the employability of radiologists. The students surveyed think that it is necessary to provide basic training about artificial intelligence in undergraduate medical school programs.

Percepciones de estudiantes de Medicina sobre el impacto de la inteligencia artificial en radiología / Medical students’ perceptions of the impact of artificial intelligence in radiology

Objetivos: Analizar la percepción de alumnos de Medicina sobre el impacto de la inteligencia artificial (IA) en radiología. Material y Métodos: Se distribuyó una encuesta estructurada en 28 ítems, organizados en seis secciones, entre estudiantes de Medicina españoles durante diciembre de 2019. Resultados: Respondieron 341 estudiantes, de los que 27 (7,9%) incluyeron la radiología entre sus tres opciones principales para elegir especialidad; el 51,9% consideró que entendía bien qué es la inteligencia artificial. La tasa de acierto global en preguntas objetivas verdadero/falso sobre inteligencia artificial fue del 70,7%, y un 75,9% expresó su desacuerdo con la hipótesis de un reemplazo futuro del radiólogo, mientras que el desacuerdo con una hipotética reducción de la demanda de radiólogos fue menor (41,9%). Solamente el 36,7% mostró preocupación por la inteligencia artificial a la hora de elegir radiología como especialidad. Los estudiantes de cursos inferiores se mostraron más de acuerdo con que los radiólogos acepten los cambios tecnológicos de la inteligencia artificial y trabajen con la industria para su aplicación y con la necesidad de incluir formación básica sobre inteligencia artificial en el currículo de medicina. Conclusiones: Los estudiantes encuestados son conscientes del impacto de la inteligencia artificial en la vida diaria, pero desconocen el debate actual sobre sus potenciales aplicaciones en radiología. En general, piensan que la inteligencia artificial revolucionará la radiología, pero sin un impacto alarmante en la empleabilidad de los radiólogos. Los alumnos encuestados opinan que es necesario proporcionar formación básica sobre inteligencia artificial en pregrado.(AU)

Objectives: To analyze medical students’ perceptions of the impact of artificial intelligence in radiology. Material and methods: A structured questionnaire comprising 28 items organized into six sections was distributed to students of medicine in Spain in December 2019. Results: A total of 341 students responded. Of these, 27 (7.9%) included radiology among their three main choices for specialization, and 51.9% considered that they clearly understood what artificial intelligence is. The overall rate of correct answers to the objective true-or-false questions about artificial intelligence was 70.7%. Whereas 75.9% expressed their disagreement with the hypothesis that artificial intelligence would replace radiologists, only 41.9% disagreed with the hypothesis that the demand for radiologists would decrease in the future. Only 36.7% expressed concerns about the role of artificial intelligence related to choosing radiology as a specialty. A greater proportion of students in the early years of medical school agreed with statements that radiologists accept artificial-intelligence-related technological changes and work with the industry to apply them as well as with statements about the need to include basic training about artificial intelligence in the medical school curriculum. Conclusions: The students surveyed are aware of the impact of artificial intelligence in daily life, but not of the current debate about its potential applications in radiology. In general, they think that artificial intelligence will revolutionize radiology without having an alarming effect on the employability of radiologists. The students surveyed think that it is necessary to provide basic training about artificial intelligence in undergraduate medical school programs.(AU)

Mónico Sánchez Moreno: A pioneer in radiologic technology.

Mónico Sánchez Moreno (1880-1961) was an important figure in the early years of electromedicine, rubbing elbows with world-class physicists like Nikola Tesla. Her main contribution to the field was the invention and commercialization of a portable X-ray generator, replacing the heavy transformer had been necessary to generate power with a lightweight portable device that could work with direct or alternating current at 220 or 125V. This device was easily adaptable to other applications in electromedicine, such as cauterization or disinfection. This indefatigable entrepreneur could have triumphed in America, but preferred to work toward furthering technological development in the land that she loved. Her efforts made it possible to have an affordable device made in Spain that would allow radiological examinations to be done in places where it would have been otherwise unthinkable. In conclusion, Mónico Sánchez Moreno was a self-made woman who deserves to be remembered for her pioneering role in portable radiology.

¿Son útiles los descriptores secundarios de cefalea en las pruebas de neuroimagen? Resultados de un estudio retrospectivo multicéntrico de 1.041 resonancias magnéticas craneales / Are secondary descriptors of headache useful in neuroimaging examinations? Results of a multicenter retrospective study of 1041 brain MRI studies

Introducción: La cefalea es un problema de salud frecuente en la población general. En la práctica clínica es común solicitar pruebas de neuroimagen para descartar una etiología secundaria, especialmente una resonancia magnética (RM) craneal. El objetivo de este trabajo es analizar los descriptores secundarios de síntomas asociados a cefalea en estudios de RM craneal para valorar su utilidad como predictores de potenciales alteraciones orgánicas intracraneales. Materiales y métodos: Estudio retrospectivo observacional a partir de las RM de cráneo realizadas por cefalea en seis centros de Andalucía entre el 1 de enero y el 30 de mayo de 2019. Los estudios se realizaron en máquinas de RM de similares características técnicas y protocolos de imagen, y fueron sometidos a doble lectura por dos neurorradiólogos. Se realizaron análisis uni- y bivariantes de las variables de interés: edad, sexo, síntomas asociados a cefalea y hallazgos de imagen. Resultados: Se incluyó a 1.041 pacientes sometidos a RM craneal –edad media: 38,6 años (rango: 3-86); 69,9% mujeres–. En 737 (70,8%) casos no existían síntomas asociados, y en los restantes pacientes (304 casos, 29,2%) sí, y los más frecuentes fueron: alteraciones visuales, parestesias, y vértigos y mareos. Los análisis bivariantes no mostraron diferencias significativas entre grupos. Conclusiones: Los hallazgos de este estudio sugieren que los síntomas acompañantes de cefalea no se asocian a una mayor o menor detección de alteraciones estructurales intracraneales en la RM. Es preciso realizar estudios prospectivos que superen las limitaciones del presente trabajo para verificar esta hipótesis.(AU)

Introduction: Headache is a common health problem in the general population. In clinical practice it is common to request neuroimaging examinations to rule out secondary headache, especially brain magnetic resonance imaging (MRI). The aim of this study is to analyze the secondary descriptors of headache-associated symptoms in brain MRI studies to assess their usefulness as predictors of potential intracranial structural abnormalities. Materials and methods: Retrospective observational study of brain MRI studies performed due to headache in 6 centers in Andalusia between January 1 and May 30, 2019. The studies were performed on MRI machines with similar technical characteristics and imaging protocols, and were subjected to double reading by two neuroradiologists. Uni- and bivariate analyses were performed on the variables of interest: age, sex, headache-associated symptoms, and imaging findings. Results: A total of 1041 patients who underwent brain MRI were included –mean age: 38.6 years (range: 3-86); 69.9% women–. In 737 (70.80%) cases there were no headache-associated symptoms and in the remaining patients (304 cases, 29.20%) there were headache-associated symptoms, the most frequent being: visual alterations, paresthesia, and vertigo and dizziness. Bivariate analyses showed no significant differences between groups. Conclusions: The findings of this study suggest that symptoms accompanying headache are not associated with a greater or lesser detection of intracranial structural abnormalities in MRI. Prospective studies that overcome the limitations of the present work are needed to verify this hypothesis.(AU)

[Are secondary descriptors of headache useful in neuroimaging examinations? Results of a multicenter retrospective study of 1041 brain MRI studies]. / ¿Son útiles los descriptores secundarios de cefalea en las pruebas de neuroimagen? Resultados de un estudio retrospectivo multicéntrico de 1.041 resonancias magnéticas craneales.

INTRODUCTION: Headache is a common health problem in the general population. In clinical practice it is common to request neuroimaging examinations to rule out secondary headache, especially brain magnetic resonance imaging (MRI). The aim of this study is to analyze the secondary descriptors of headache-associated symptoms in brain MRI studies to assess their usefulness as predictors of potential intracranial structural abnormalities. MATERIALS AND METHODS: Retrospective observational study of brain MRI studies performed due to headache in 6 centers in Andalusia between January 1 and May 30, 2019. The studies were performed on MRI machines with similar technical characteristics and imaging protocols, and were subjected to double reading by two neuroradiologists. Uni- and bivariate analyses were performed on the variables of interest: age, sex, headache-associated symptoms, and imaging findings. RESULTS: A total of 1041 patients who underwent brain MRI were included -mean age: 38.6 years (range: 3-86); 69.9% women-. In 737 (70.80%) cases there were no headache-associated symptoms and in the remaining patients (304 cases, 29.20%) there were headache-associated symptoms, the most frequent being: visual alterations, paresthesia, and vertigo and dizziness. Bivariate analyses showed no significant differences between groups. CONCLUSIONS: The findings of this study suggest that symptoms accompanying headache are not associated with a greater or lesser detection of intracranial structural abnormalities in MRI. Prospective studies that overcome the limitations of the present work are needed to verify this hypothesis.

TITLE: ¿Son útiles los descriptores secundarios de cefalea en las pruebas de neuroimagen? Resultados de un estudio retrospectivo multicéntrico de 1.041 resonancias magnéticas craneales.Introducción. La cefalea es un problema de salud frecuente en la población general. En la práctica clínica es común solicitar pruebas de neuroimagen para descartar una etiología secundaria, especialmente una resonancia magnética (RM) craneal. El objetivo de este trabajo es analizar los descriptores secundarios de síntomas asociados a cefalea en estudios de RM craneal para valorar su utilidad como predictores de potenciales alteraciones orgánicas intracraneales. Materiales y métodos. Estudio retrospectivo observacional a partir de las RM de cráneo realizadas por cefalea en seis centros de Andalucía entre el 1 de enero y el 30 de mayo de 2019. Los estudios se realizaron en máquinas de RM de similares características técnicas y protocolos de imagen, y fueron sometidos a doble lectura por dos neurorradiólogos. Se realizaron análisis uni- y bivariantes de las variables de interés: edad, sexo, síntomas asociados a cefalea y hallazgos de imagen. Resultados. Se incluyó a 1.041 pacientes sometidos a RM craneal ­edad media: 38,6 años (rango: 3-86); 69,9% mujeres­. En 737 (70,8%) casos no existían síntomas asociados, y en los restantes pacientes (304 casos, 29,2%) sí, y los más frecuentes fueron: alteraciones visuales, parestesias, y vértigos y mareos. Los análisis bivariantes no mostraron diferencias significativas entre grupos. Conclusiones. Los hallazgos de este estudio sugieren que los síntomas acompañantes de cefalea no se asocian a una mayor o menor detección de alteraciones estructurales intracraneales en la RM. Es preciso realizar estudios prospectivos que superen las limitaciones del presente trabajo para verificar esta hipótesis.

Mónico Sánchez Moreno: un pionero de la tecnología radiológica / Mónico Sánchez Moreno: a pioneer in radiologic technology

Mónico Sánchez Moreno (1880-1961) fue un personaje destacado en los primeros años de la electromedicina, llegando a codearse con figuras encumbradas de la física mundial como Nikola Tesla. Su principal aportación fue la invención y comercialización de un generador portátil de rayos X, sustituyendo el pesado transformador que se requería para generar corriente por un equipo ligero, portátil, que funcionaba con corriente continua o alterna, a 220 o 125 V, fácilmente adaptable para otras aplicaciones de electromedicina como la cauterización o la desinfección. Este emprendedor infatigable, que podía haber triunfado en América, prefirió invertir su esfuerzo en impulsar el desarrollo tecnológico en la tierra que amaba, permitiendo disponer de un equipo de fabricación nacional, asequible, que pudo llevar la exploración radiológica a rincones impensables de otro modo. En conclusión, Mónico Sánchez Moreno fue un hombre hecho a sí mismo, que merece ser recordado como pionero de la radiología portátil.(AU)

Mónico Sánchez Moreno (1880-1961) was an important figure in the early years of electromedicine, rubbing elbows with world-class physicists like Nikola Tesla. Her main contribution to the field was the invention and commercialization of a portable X-ray generator, replacing the heavy transformer had been necessary to generate power with a lightweight portable device that could work with direct or alternating current at 220 or 125V. This device was easily adaptable to other applications in electromedicine, such as cauterization or disinfection. This indefatigable entrepreneur could have triumphed in America, but preferred to work toward furthering technological development in the land that she loved. Her efforts made it possible to have an affordable device made in Spain that would allow radiological examinations to be done in places where it would have been otherwise unthinkable. In conclusion, Mónico Sánchez Moreno was a self-made woman who deserves to be remembered for her pioneering role in portable radiology.(AU)

Challenges of Radiology education in the era of artificial intelligence.

Artificial intelligence is a branch of computer science that is generating great expectations in medicine and particularly in radiology. Artificial intelligence will change not only the way we practice our profession, but also the way we teach it and learn it. Although the advent of artificial intelligence has led some to question whether it is necessary to continue training radiologists, there seems to be a consensus in the recent scientific literature that we should continue to train radiologists and that we should teach future radiologists about artificial intelligence and how to exploit it. The acquisition of competency in artificial intelligence should start in medical school, be consolidated in residency programs, and be maintained and updated during continuing medical education. This article aims to describe some of the challenges that artificial intelligencve can pose in the different stages of training in radiology, from medical school through continuing medical education.

Retos de la formación en radiología en la era de la inteligencia artificial / Challenges of Radiology education in the era of artificial intelligence

La inteligencia artificial (IA) es una rama de las ciencias computacionales que está generando enormes expectativas en la medicina en general y en la radiología en particular. La IA no va a alterar solo la forma en que ejercemos la radiología, sino que también va a impactar en el modo en que la enseñamos y la aprendemos. Aunque se ha llegado a cuestionar la necesidad de seguir formando radiólogos como consecuencia de la llegada de la IA, la literatura científica reciente parece estar de acuerdo en que debemos seguir formándolos, incorporando a su capacitación nuevos conocimientos y competencias en IA. Esta nueva formación debería comenzar en la fase universitaria, consolidarse durante la residencia y mantenerse durante la etapa de formación continuada. Este artículo pretende describir algunos de los desafíos que la IA puede plantear en las diferentes fases formativas del radiólogo, desde la educación universitaria hasta la formación continuada.(AU)

Artificial intelligence is a branch of computer science that is generating great expectations in medicine and particularly in radiology. Artificial intelligence will change not only the way we practice our profession, but also the way we teach it and learn it. Although the advent of artificial intelligence has led some to question whether it is necessary to continue training radiologists, there seems to be a consensus in the recent scientific literature that we should continue to train radiologists and that we should teach future radiologists about artificial intelligence and how to exploit it. The acquisition of competency in artificial intelligence should start in medical school, be consolidated in residency programs, and be maintained and updated during continuing medical education. This article aims to describe some of the challenges that artificial intelligencve can pose in the different stages of training in radiology, from medical school through continuing medical education.(AU)

Mónico Sánchez Moreno: a pioneer in radiologic technology. / Mónico Sánchez Moreno: un pionero de la tecnología radiológica.

Mónico Sánchez Moreno (1880-1961) was an important figure in the early years of electromedicine, rubbing elbows with world-class physicists like Nikola Tesla. Her main contribution to the field was the invention and commercialization of a portable X-ray generator, replacing the heavy transformer had been necessary to generate power with a lightweight portable device that could work with direct or alternating current at 220 or 125V. This device was easily adaptable to other applications in electromedicine, such as cauterization or disinfection. This indefatigable entrepreneur could have triumphed in America, but preferred to work toward furthering technological development in the land that she loved. Her efforts made it possible to have an affordable device made in Spain that would allow radiological examinations to be done in places where it would have been otherwise unthinkable. In conclusion, Mónico Sánchez Moreno was a self-made woman who deserves to be remembered for her pioneering role in portable radiology.

Challenges of Radiology education in the era of artificial intelligence. / Retos de la formación en radiología en la era de la inteligencia artificial.

Artificial intelligence is a branch of computer science that is generating great expectations in medicine and particularly in radiology. Artificial intelligence will change not only the way we practice our profession, but also the way we teach it and learn it. Although the advent of artificial intelligence has led some to question whether it is necessary to continue training radiologists, there seems to be a consensus in the recent scientific literature that we should continue to train radiologists and that we should teach future radiologists about artificial intelligence and how to exploit it. The acquisition of competency in artificial intelligence should start in medical school, be consolidated in residency programs, and be maintained and updated during continuing medical education. This article aims to describe some of the challenges that artificial intelligencve can pose in the different stages of training in radiology, from medical school through continuing medical education.

Medical students' perceptions of the impact of artificial intelligence in radiology. / Percepciones de estudiantes de Medicina sobre el impacto de la inteligencia artificial en radiología.

OBJECTIVES: To analyze medical students' perceptions of the impact of artificial intelligence in radiology. MATERIAL AND METHODS: A structured questionnaire comprising 28 items organized into six sections was distributed to students of medicine in Spain in December 2019. RESULTS: A total of 341 students responded. Of these, 27 (7.9%) included radiology among their three main choices for specialization, and 51.9% considered that they clearly understood what artificial intelligence is. The overall rate of correct answers to the objective true-or-false questions about artificial intelligence was 70.7%. Whereas 75.9% expressed their disagreement with the hypothesis that artificial intelligence would replace radiologists, only 41.9% disagreed with the hypothesis that the demand for radiologists would decrease in the future. Only 36.7% expressed concerns about the role of artificial intelligence related to choosing radiology as a specialty. A greater proportion of students in the early years of medical school agreed with statements that radiologists accept artificial-intelligence-related technological changes and work with the industry to apply them as well as with statements about the need to include basic training about artificial intelligence in the medical school curriculum. CONCLUSIONS: The students surveyed are aware of the impact of artificial intelligence in daily life, but not of the current debate about its potential applications in radiology. In general, they think that artificial intelligence will revolutionize radiology without having an alarming effect on the employability of radiologists. The students surveyed think that it is necessary to provide basic training about artificial intelligence in undergraduate medical school programs.