Nadeem Naila, Khawaja Ranish Deedar Ali, Beg Madiha, Naeem Muhammad, Majid Zain
Department of Radiology, Karachi, Pakistan.
Adv Med Educ Pract. 2013 Mar 21;4:31-7. doi: 10.2147/AMEP.S40549. Print 2013.
In an integrated method of education, medical students are introduced to radiology in their preclinical years. However, no study has been conducted in Pakistan to demonstrate an academic framework of medical radiology education at an undergraduate level. Therefore, we aimed to document and compare the current level of teaching duties, teaching methodologies, and teaching rewards among radiologists and residents in private and public teaching hospitals in Karachi, Pakistan.
A survey was conducted among 121 radiologists and residents in two private and two public teaching hospitals in Karachi, Pakistan. Radiologists who were nationally registered with the Pakistan Medical and Dental Council either part-time or full-time were included. Radiology residents and fellows who were nationally registered with the Pakistan Medical and Dental Council were also included. Self-administered questionnaires addressing teaching duties, methods, and rewards were collected from 95 participants.
The overall response rate was 78.51% (95/121). All of the radiologists were involved in teaching residents and medical students, but only 36% reported formal training in teaching skills. Although most of the respondents (76%) agreed that medical students appeared enthusiastic about learning radiology, the time spent on teaching medical students was less than five hours per week annually (82%). Only 37% of the respondents preferred dedicated clerkships over distributed clerkships (41%). The most common preferred teaching methodology overall was one-on-one interaction. Tutorials, teaching rounds, and problem-based learning sessions were less favored by radiologists than by residents. Teaching via radiology films (86%) was the most frequent mode of instruction. Salary (59%) was the most commonly cited teaching reward. The majority of respondents (88%) were not satisfied with their current level of teaching rewards.
All radiologists and residents working in an academic radiology department are involved in teaching undergraduate students at multiple levels. The most valued teaching methodology involves use of images, with one-on-one interaction between the trainer and trainee. The monetary reward for teaching is inbuilt into the salary. The methodology adopted for teaching purposes was significantly different between respondents from private hospitals and those from public teaching hospitals. Because of low satisfaction among the respondents, efforts should be made to provide satisfying teaching rewards.
在一种综合教育方法中，医学生在临床前阶段就开始接触放射学。然而，巴基斯坦尚未开展研究来展示本科阶段医学放射学教育的学术框架。因此，我们旨在记录和比较巴基斯坦卡拉奇私立和公立教学医院放射科医生及住院医师的当前教学职责水平、教学方法和教学奖励情况。
对巴基斯坦卡拉奇两家私立和两家公立教学医院的121名放射科医生及住院医师进行了一项调查。纳入了在巴基斯坦医学和牙科委员会进行国家注册的兼职或全职放射科医生。也纳入了在巴基斯坦医学和牙科委员会进行国家注册的放射科住院医师和研究员。从95名参与者那里收集了关于教学职责、方法和奖励的自填式问卷。
总体回复率为78.51%（95/121）。所有放射科医生都参与指导住院医师和医学生，但只有36%的人报告接受过教学技能方面的正规培训。尽管大多数受访者（76%）认为医学生对学习放射学表现出热情，但每年用于教授医学生的时间每周少于5小时（82%）。只有37%的受访者更喜欢专门的见习课程而非分散的见习课程（41%）。总体上最常用的教学方法是一对一互动。与住院医师相比，放射科医生对辅导课、教学查房和基于问题的学习课程不太青睐。通过放射学影片进行教学（86%）是最常见的授课方式。薪资（59%）是最常被提及的教学奖励。大多数受访者（88%）对他们当前的教学奖励水平不满意。
所有在学术性放射科工作的放射科医生和住院医师都参与了多个层面的本科教学。最受重视的教学方法是使用图像，培训师和学员之间进行一对一互动。教学的金钱奖励包含在薪资中。私立医院和公立教学医院的受访者在用于教学目的的方法上存在显著差异。由于受访者满意度较低，应努力提供令人满意的教学奖励。
