Otago Medical School, University of Otago, Dunedin, New Zealand (R.M.).
Department of Radiology, University of Otago, Christchurch, New Zealand (A.M.).
Acad Radiol. 2023 Apr;30(4):765-770. doi: 10.1016/j.acra.2022.05.006. Epub 2022 Jun 4.
Medical imaging is integrated across all years in the medical programs at the Medical School, in our country. Little is known about this pedagogical approach from the perspective of those who participate in it. This study investigated how students and educators experience an integrated medical imaging curriculum.
One-on-one interviews were conducted with nine educators and three undergraduate medical students and analyzed using a reflexive thematic approach. Educators included radiologists, non-radiologists clinicians, and scientists and health professionals from the medical program.
The integrated medical imaging curriculum appears to be incoherently experienced by educators and students as learning opportunities that were 'everywhere and nowhere'. Teaching events were 'repetitive and patchy' and featured a transmission-oriented pedagogy emphasizing 'exposure and absorption'. Educators expressed paradoxical views of their responsibility for teaching medical imaging reflected in this sentiment: 'I don't teach medical imaging… (but I do)'.
When medical imaging is integrated into learning resources and course work across the undergraduate program, it may lose its visibility and importance as a distinct learning area despite its crucial role in medical practice. An integrated curriculum may inadvertently separate knowing about medical imaging from learning to apply medical imaging knowledge in clinical practice.
Further work is required to construct an integrated medical imaging curriculum that explicitly emphasizes medical imaging learning outcomes, so they are experienced coherently and consistently by medical students and those who prepare them for practice as doctors.
在我国，医学影像学在医学院的所有医学课程中都有涉及。但对于这种教学方法，很少有人从参与者的角度进行了解。本研究调查了学生和教育者如何体验整合的医学影像学课程。
对 9 名教育者和 3 名本科医学生进行了一对一的访谈，并使用反思性主题分析方法进行了分析。教育者包括放射科医生、非放射科临床医生以及来自医学项目的科学家和卫生专业人员。
整合的医学影像学课程似乎让教育者和学生以“无处不在又无处可寻”的方式体验为学习机会。教学活动“重复且零碎”，采用以传授为导向的教学法，强调“接触和吸收”。教育者对他们教授医学影像学的责任表达了矛盾的观点，这种观点反映在这种情绪中：“我不教医学影像学……（但我确实教）”。
当医学影像学整合到整个本科课程的学习资源和课程中时，尽管它在医学实践中起着至关重要的作用，但它可能会失去作为一个独特学习领域的可见性和重要性。综合课程可能会无意中将了解医学影像学与学习将医学影像学知识应用于临床实践分开。
需要进一步努力构建一个综合的医学影像学课程，明确强调医学影像学学习成果，以便学生和那些为他们作为医生的实践做准备的人能够一致、连贯地体验到这些成果。
