Chojniak Rubens, Carneiro Dominique Piacenti, Moterani Gustavo Simonetto Peres, Duarte Ivone da Silva, Bitencourt Almir Galvão Vieira, Muglia Valdair Francisco, D'Ippolito Giuseppe
PhD, Member of the Committee for Instruction, Continuing Education, and Residency of the Colégio Brasileiro de Radiologia e Diagnóstico por Imagem (CBR), Professor at the Faculdade de Medicina da Universidade Nove de Julho (Uninove), São Paulo, SP, Brazil.
MD, Resident at Hospital Dante Pazzanese, São Paulo, SP, Brazil.
Radiol Bras. 2017 Jan-Feb;50(1):32-37. doi: 10.1590/0100-3984.2015.0223.
To map the different methods for diagnostic imaging instruction at medical schools in Brazil.
In this cross-sectional study, a questionnaire was sent to each of the coordinators of 178 Brazilian medical schools. The following characteristics were assessed: teaching model; total course hours; infrastructure; numbers of students and professionals involved; themes addressed; diagnostic imaging modalities covered; and education policies related to diagnostic imaging.
Of the 178 questionnaires sent, 45 (25.3%) were completed and returned. Of those 45 responses, 17 (37.8%) were from public medical schools, whereas 28 (62.2%) were from private medical schools. Among the 45 medical schools evaluated, the method of diagnostic imaging instruction was modular at 21 (46.7%), classic (independent discipline) at 13 (28.9%), hybrid (classical and modular) at 9 (20.0%), and none of the preceding at 3 (6.7%). Diagnostic imaging is part of the formal curriculum at 36 (80.0%) of the schools, an elective course at 3 (6.7%), and included within another modality at 6 (13.3%). Professors involved in diagnostic imaging teaching are radiologists at 43 (95.5%) of the institutions.
The survey showed that medical courses in Brazil tend to offer diagnostic imaging instruction in courses that include other content and at different time points during the course. Radiologists are extensively involved in undergraduate medical education, regardless of the teaching methodology employed at the institution.
梳理巴西医学院校诊断成像教学的不同方法。
在这项横断面研究中，向巴西178所医学院校的每位协调员发送了一份问卷。评估了以下特征：教学模式；课程总时长；基础设施；参与的学生和专业人员数量；涉及的主题；涵盖的诊断成像方式；以及与诊断成像相关的教育政策。
在发送的178份问卷中，45份（25.3%）被填写并返回。在这45份回复中，17份（37.8%）来自公立医学院校，而28份（62.2%）来自私立医学院校。在评估的45所医学院校中，诊断成像教学方法为模块化的有21所（46.7%），经典（独立学科）的有13所（28.9%），混合（经典与模块化）的有9所（20.0%），无上述任何一种情况的有3所（6.7%）。诊断成像在36所（80.0%）学校的正式课程中，在3所（6.7%）学校为选修课程，在6所（13.3%）学校包含在另一门课程中。参与诊断成像教学的教授在43所（95.5%）机构中是放射科医生。
调查显示，巴西的医学课程倾向于在包含其他内容的课程以及课程中的不同时间点提供诊断成像教学。无论机构采用何种教学方法，放射科医生都广泛参与本科医学教育。
