Department of Radiology, University of British Columbia, Vancouver, British Columbia, Canada.
Department of Radiology, University of British Columbia, Vancouver, British Columbia, Canada.
Can Assoc Radiol J. 2018 Nov;69(4):356-361. doi: 10.1016/j.carj.2018.07.004.
As medical schools reduce the hours of anatomy teaching, residents in anatomy-intensive residency programs like radiology must independently acquire the anatomy knowledge needed to achieve competency. The purpose of this study was to develop and evaluate a 4-week competency-based self-directed anatomy rotation for junior residents.
Seven post-graduate year 1 (PGY-1) radiology residents completed a 4-week rotation of radiologic anatomy. The objectives were developed from standards, senior residents, and expert opinion, and the competency-based curriculum included self-directed modules. Pre-course and post-course tests were administered and test scores were compared using an unpaired t test. In addition, PGY-1 residents completed a course evaluation and survey regarding their anatomy knowledge and anatomy exposure prior to completing the course.
Out of the 25 points available, the average pre-test score was 10.79 ± 2.78 (range 8-16.5), and the average post-test score was 21.64 ± 2.23 (range 18.5-25). This difference was statistically significant (P < .0001). The PGY-1 residents reported receiving < 10% of dedicated radiologic anatomy teaching prior to residency and felt unprepared for the anatomy required in residency. Overall, residents felt more confident in looking at images after completing the self-directed radiologic anatomy course.
This study demonstrates the feasibility of creating a self-directed course for radiology residents that significant improves their anatomy knowledge. Given the trend in medical undergraduate education away from dedicated anatomy teaching, residency programs should consider addressing anatomy education more formally for junior residents to ensure that trainees receive the foundational knowledge required for residency.
随着医学院减少解剖学教学时间，像放射科这样的解剖学密集型住院医师培训项目的住院医师必须独立获得实现能力所需的解剖学知识。本研究的目的是为初级住院医师开发和评估为期 4 周的基于能力的自主解剖学轮转。
7 名第一年住院医师（PGY-1）放射科住院医师完成了为期 4 周的放射解剖学轮转。目标是根据标准、高级住院医师和专家意见制定，基于能力的课程包括自主学习模块。在课程前后进行了测试，并使用配对 t 检验比较了测试成绩。此外，PGY-1 住院医师在完成课程之前，完成了关于他们的解剖学知识和解剖学暴露的课程评估和调查。
在 25 分中，平均前测成绩为 10.79±2.78（范围 8-16.5），平均后测成绩为 21.64±2.23（范围 18.5-25）。这一差异具有统计学意义（P<.0001）。PGY-1 住院医师报告在住院前接受的专门放射解剖学教学不足 10%，并认为自己对住院所需的解剖学知识没有准备好。总的来说，住院医师在完成自主放射解剖学课程后，对查看图像更有信心。
本研究证明了为放射科住院医师创建自主课程的可行性，该课程显著提高了他们的解剖学知识。鉴于医学本科教育中解剖学教学的趋势逐渐减少，住院医师培训项目应考虑为初级住院医师提供更正式的解剖学教育，以确保学员获得住院所需的基础知识。
