Mills Ariana C, Goldman Daryl T, Marinelli Brett S, Sanghvi Jay, Garcia-Reyes Kirema, Shilo Dan, Nowakowski Scott, Patel Rahul S, Patel Rajesh I, Kim Edward, Fischman Aaron M, Lookstein Robert A, Bishay Vivian L
Department of Medical Education, Icahn School of Medicine at Mount Sinai, 1 Gustave L., Levy Place, New York, NY 10029, United States of America.
Division of Vascular and Interventional Radiology, Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY 10029, United States of America.
Clin Imaging. 2023 Apr;96:26-30. doi: 10.1016/j.clinimag.2023.01.007. Epub 2023 Jan 27.
To evaluate medical student engagement with Interventional Radiology (IR) before and after a virtual elective course.
The elective was nine, one-hour lectures over ten weeks. An anonymous pre and post-course survey was administered to students. The hypothesis was that this course would increase student engagement with IR. Respondents answered nine questions to score their interest in, exposure to, familiarity with, and understanding of IR using a five-point Likert scale. Demographics were reported for the pre-course group only. A Wilcoxon signed-ranked test was performed to assess for significant mean change in pre and post-course responses. Among the 276 registered students, there were 144 individual, complete responses for the pre-course survey, and 60 paired responses for both surveys.
Thirty-seven percent of respondents were first or second year medical students. Thirty percent of participants were enrolled at an institution outside of the United States, 26% are the first in their family to attend college, and 41% identified as female. Thirty-six percent reported this virtual course was one of their earliest experiences with IR. There was a significant increase in student exposure to IR generally, familiarity with IR compared to other specialties, familiarity with the IR training pathway(s), understanding of what an Interventional Radiologist does, understanding of the difference between IR and Diagnostic Radiology, and understanding of when to consult IR for patient care after completion of the course.
A virtual IR elective is an effective means to increase exposure to, familiarity with, and understanding of IR.
评估医学生在虚拟选修课程前后对介入放射学（IR）的参与度。
该选修课程为期十周，共九次一小时的讲座。对学生进行了匿名的课前和课后调查。假设是该课程将提高学生对IR的参与度。受访者回答了九个问题，使用五点李克特量表对他们对IR的兴趣、接触程度、熟悉程度和理解程度进行评分。仅报告了课前组的人口统计学数据。进行了威尔科克森符号秩检验，以评估课前和课后回答的显著平均变化。在276名注册学生中，课前调查有144份个人完整回复，两次调查有60对配对回复。
37%的受访者是一年级或二年级医学生。30%的参与者就读于美国以外的机构，26%是家中第一代上大学的人，41%为女性。36%的人表示该虚拟课程是他们最早接触IR的经历之一。课程结束后，学生对IR的总体接触、与其他专业相比对IR的熟悉程度、对IR培训途径的熟悉程度、对介入放射科医生工作的理解、对IR与诊断放射学差异的理解以及对何时为患者护理咨询IR的理解均有显著提高。
虚拟IR选修课是增加对IR的接触、熟悉程度和理解的有效手段。
