Medical imaging education opportunities for junior doctors and non-radiologist clinicians: A review.

Medical imaging plays a critical role in clinical decision-making across disciplines, and as such, there is frequent need for non-radiologist clinicians to interact with medical imaging. This review examines the literature about the delivery of medical imaging education to non-radiologist clinicians, spanning junior doctors, advanced trainees and specialists. Knowledge of medical imaging among non-radiologist clinicians is paramount to the quality of patient care, with calls for formal implementation of radiology education into non-imaging specialty training programmes. Overall, there is a demand across non-imaging disciplines for greater formalised medical imaging education. Concerns are raised that too great a reliance on informal methods of teaching radiology, for example in ward settings, results in greater variation in the quality and volume of educational opportunities and risks the perpetuation of erroneous attitudes and practices. The evolution of the medical imaging workplace and increasing utilisation of remote reporting has distanced the collaborative relationship between radiologists and their non-imaging colleagues, diminishing opportunities for ad hoc learning and engagement in larger formalised educational collaborations. Ideally, radiologists should be directly involved in the development and delivery of medical imaging education to post-graduate doctors to not only benefit patient care but also foster inter-specialty relationships and respect. Evidence supports the value of structured radiological teaching opportunities, including tutorials, lectures and electronic resources, in improving medical imaging skills among non-radiologist clinicians. There is wide scope for growth in the e-learning arena to address this demand for quality and accessible imaging education for our non-radiology colleagues.

Evaluation of a structured clinical program and formal coursework in breast surgeon training in Australia and New Zealand.

INTRODUCTION: Breast surgeon training has been restructured since the inception of Breast Surgeons of Australia and New Zealand Inc. (BreastSurgANZ) in 2010. In 2016 a voluntary online course with a contemporary curriculum for breast surgery was initiated and taken up by the majority of post-fellowship trainees (PFTs). This article reports on PFT's perceptions of these major changes. METHODS: A 46-item online survey was sent to the 56 PFTs enrolled in 2015-2017. The survey canvassed PFT's views on aspects of the two-year training program, the Graduate Certificate in Breast Surgery (GCBS) and the role of BreastSurgANZ in training. RESULTS: 33/56 participants responded. The training program was rated positively with variation in satisfaction levels depending on operating experience and quality of training between clinical placements. The majority of respondents endorsed restricting numbers of training positions. GCBS students valued the clinical knowledge and structured format of the course. A range of diverse, often opposing, opinions were expressed on the appropriate role of BreastSurgANZ in training and accreditation. DISCUSSION: The dissonance caused by variability in training exposure and perceived mentor quality in different sites was the most important finding. The GCBS was well regarded by all students but time constraints and costs prevented some PFTs from undertaking the course. Standardisation of mandatory requirements for full BreastSurgANZ membership was identified as an issue for further consideration. CONCLUSION: This evaluation illuminates the challenges of providing consistently high quality breast surgical training. Many of the issues raised are being addressed by BreastSurgANZ.