Majumder Md Anwarul Azim, Gaur Uma, Singh Keerti, Kandamaran Latha, Gupta Subir, Haque Mainul, Rahman Sayeeda, Sa Bidyadhar, Rahman Mizanur, Rampersad Fidel
Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Cave Hill BB23034, Barbados.
Unit of Pharmacology, Faculty of Medicine and Defence Health, Universiti Pertahanan Nasional Malaysia (National Defence University of Malaysia), Kem Perdana Sugai Besi, Kuala Lumpur 57000, Malaysia.
World J Radiol. 2021 Nov 28;13(11):354-370. doi: 10.4329/wjr.v13.i11.354.
Radiology education and training is of paramount clinical importance given the prominence of medical imaging utilization in effective clinical practice. The incorporation of basic radiology in the medical curriculum has continued to evolve, focusing on teaching image interpretation skills, the appropriate ordering of radiological investigations, judicious use of ionizing radiation, and providing exposure to interventional radiology. Advancements in radiology have been driven by the digital revolution, which has, in turn, had a positive impact on radiology education and training. Upon the advent of the corona virus disease 2019 (COVID-19) pandemic, many training institutions and hospitals adhered to directives which advised rescheduling of non-urgent outpatient appointments. This inevitably impacted the workflow of the radiology department, which resulted in the reduction of clinical in-person case reviews and consultations, as well as in-person teaching sessions. Several medical schools and research centers completely suspended face-to-face academic activity. This led to challenges for medical teachers to complete the radiology syllabus while ensuring that teaching activities continued safely and effectively. As a result, online teaching platforms have virtually replaced didactic face-to-face lectures. Radiology educators also sought other strategies to incorporate interactive teaching sessions while adopting the e-learning approach, as they were cognizant of the limitations that this may have on students' clinical expertise. Migration to online methods to review live cases, journal clubs, simulation-based training, clinical interaction, and radiology examination protocolling are a few examples of successfully addressing the limitations in reduced clinical exposure. In this review paper, we discuss (1) The impact of the COVID-19 pandemic on radiology education, training, and practice; (2) Challenges and strategies involved in delivering online radiology education for undergraduates and postgraduates during the COVID-19 pandemic; and (3) Difference between the implementation of radiology education during the COVID-19 pandemic and pre-COVID-19 era.
鉴于医学影像在有效临床实践中的广泛应用，放射学教育和培训具有至关重要的临床意义。基础放射学在医学课程中的纳入一直在不断发展，重点在于教授影像解读技能、合理安排放射学检查、合理使用电离辐射以及提供介入放射学方面的接触机会。放射学的进步受到数字革命的推动，而数字革命反过来又对放射学教育和培训产生了积极影响。2019年冠状病毒病（COVID-19）大流行出现后，许多培训机构和医院遵循了建议重新安排非紧急门诊预约的指令。这不可避免地影响了放射科的工作流程，导致临床面对面病例审查和会诊以及面对面教学课程减少。几所医学院和研究中心完全暂停了面对面的学术活动。这给医学教师带来了挑战，既要完成放射学教学大纲，又要确保教学活动安全有效地持续进行。结果，在线教学平台几乎取代了面对面的讲授式讲座。放射学教育工作者还寻求其他策略，在采用电子学习方法的同时纳入互动教学课程，因为他们意识到这可能对学生的临床专业知识产生的局限性。转向在线方法来审查实时病例、举办期刊俱乐部、基于模拟的培训、临床互动以及制定放射学检查方案，这些都是成功应对临床接触减少所带来局限性的一些例子。在这篇综述文章中，我们讨论了：（1）COVID-19大流行对放射学教育、培训和实践的影响；（2）在COVID-19大流行期间为本科生和研究生提供在线放射学教育所涉及的挑战和策略；以及（3）COVID-19大流行期间与COVID-19大流行前时代放射学教育实施情况的差异。
