Wood Mary F, Lungren M P, Cinelli C M, Johnson B, Prater A, Sood S, Gerber R E
Department of Radiology, Eastern Virginia Medical School, Norfolk, Virginia.
RAD-AID International, Chevy Chase, Maryland.
J Am Coll Radiol. 2014 Oct;11(10):968-73. doi: 10.1016/j.jacr.2014.04.007. Epub 2014 Jun 3.
Recent advances in imaging technology have created new opportunities for medical imaging to improve health care in resource-restricted countries around the world. Radiology residents are increasingly interested in global health and imaging outreach, yet infrastructure and opportunities for international outreach are limited. With the recent change in the ABR exam schedule, residents now have more flexibility in the fourth year of training to pursue elective interests, including participation in global health projects. Creating a formalized global health imaging curriculum will improve the quality, quantity, and overall impact of initiatives undertaken by residents and their training programs. A curriculum is proposed that provides content, opportunities for global health project development, and established metrics for effective evaluation and assessment. Four components considered integral to a global health imaging curriculum are described: (1) global and public health education; (2) targeted travel medicine education; (3) basic imaging proficiency; and (4) practice attitudes and accountability. Methods are presented of differentiating curricula to increase applicability across the spectrum of training programs that vary in available resources. A blueprint is presented for formalizing a global health curriculum or elective rotation within a program, as well as a resource for residents, radiologists, and organizations to make a meaningful impact on global health.
成像技术的最新进展为医学成像创造了新机遇，以改善全球资源有限国家的医疗保健状况。放射科住院医师对全球健康和成像推广越来越感兴趣，但国际推广的基础设施和机会有限。随着美国放射学会（ABR）考试时间表最近的变化，住院医师现在在培训的第四年有了更大的灵活性来追求选修兴趣，包括参与全球健康项目。创建一个正式的全球健康成像课程将提高住院医师及其培训项目所开展举措的质量、数量和总体影响。本文提出了一个课程，该课程提供内容、全球健康项目开发机会以及用于有效评估和评价的既定指标。描述了全球健康成像课程不可或缺的四个组成部分：（1）全球和公共卫生教育；（2）针对性的旅行医学教育；（3）基本成像技能；（4）执业态度和责任感。还介绍了使课程具有差异性的方法，以提高其在资源各异的各类培训项目中的适用性。本文给出了一个在项目内将全球健康课程或选修轮转正式化的蓝图，同时也是供住院医师、放射科医生和组织对全球健康产生切实影响的资源。
