Department of Radiology, University of Pittsburgh Medical Center, 200 Lothrop Street, 3950 Presby South Towers, Pittsburgh, PA 15213.
Acad Radiol. 2013 Oct;20(10):1306-10. doi: 10.1016/j.acra.2013.07.005.
With the impending integration of clinically relevant physics into the new American Board of Radiology Core exam, diagnostic radiology residency programs are faced with the challenge of how best to adapt the teaching of radiologic physics to residents. We present a novel resident-led physics curriculum that replaces the traditional didactic structure used in previous years. The hypothesis is that a self-teaching curriculum will facilitate greater retention of core physics concepts and foster a mentality of independent learning. We present both the implementation of this new curriculum and the initial outcomes.
A 2-year resident-led physics curriculum was designed and implemented, with integration of the Radiological Society of North America/American Association of Physicists in Medicine online Physics Modules. A preimplementation survey was completed by residents to assess opinions on the previous lecture-based didactic curriculum. A postimplementation survey was then administered six months into the new resident-led curriculum. DXIT Physics percentile scores were compared before and after the curriculum change. The outcomes analysis of this study was approved by the University of Pittsburgh Institutional Review Board and issued IRB approval #PRO13050022.
Average Physics DXIT percentile scores improved by 24.1% after the implementation of the resident-led curriculum. Results from the postimplementation survey reveal that 36% of residents think the change was a "Significant Improvement" in physics education. Also, 50% of responses have rated the new curriculum as "Moderately" effective, and an additional 13% of responses have rated the curriculum as "Very-to-Extremely" effective in teaching physics.
Compared to our prior lecture-based physics curriculum, the change to a resident-led physics curriculum, to teach clinically relevant physics concepts to radiology residents, has been both effective and well received.
随着临床相关物理学知识即将被纳入美国放射学委员会新的核心考试，诊断放射学住院医师培训计划面临着如何最好地调整放射物理学教学以适应住院医师的挑战。我们提出了一种新颖的以住院医师为主导的物理学课程，取代了过去几年中使用的传统教学结构。假设是，自我教学课程将更有利于核心物理学概念的保留，并培养独立学习的心态。我们介绍了这种新课程的实施情况和初步结果。
设计并实施了为期 2 年的以住院医师为主导的物理学课程，并整合了北美放射学会/美国医学物理学家协会在线物理学模块。在实施前，住院医师完成了一项调查，以评估他们对以前基于讲座的教学课程的看法。然后，在新的以住院医师为主导的课程实施六个月后，进行了后续调查。比较了课程变更前后的 DXIT 物理学百分位分数。本研究的结果分析得到了匹兹堡大学机构审查委员会的批准，并获得了 IRB 批准 #PRO13050022。
在实施以住院医师为主导的课程后，DXIT 物理学百分位分数平均提高了 24.1%。后续调查的结果表明，36%的住院医师认为这一变化是物理学教育的“显著改进”。此外，50%的人认为新课程“中等有效”，另外 13%的人认为课程在教授物理学方面“非常有效”。
与我们之前的基于讲座的物理学课程相比，改变为以住院医师为主导的物理学课程，以向放射科住院医师教授临床相关的物理学概念，不仅有效，而且受到好评。
