Srinivasan Divya, Kilic Yakup, Weston-Petrides Gina K, Patel Rakesh, Yazdabadi Anosha, Asadi Hamed, Cazzato Roberto Luigi, Shaygi Behnam
Imperial College School of Medicine (ICSM), South Kensington Campus, London, SW7 2AZ, UK.
UCLH, London, UK.
Cardiovasc Intervent Radiol. 2025 Feb;48(2):133-141. doi: 10.1007/s00270-024-03891-x. Epub 2024 Oct 26.
Interventional radiology (IR) is a rapidly developing speciality where innovation-especially in teaching practices-is vital. With workforce and capacity shortages, synthesis of classical educational theories and novel strategies utilising virtual reality (VR) and artificial intelligence (AI) provide opportunities to make teaching as efficient and effective as possible. The aim of this review is to examine the literature on different approaches in IR teaching and learning in undergraduates and postgraduates.
Literature was reviewed using a comprehensive search strategy with relevant keywords. Articles were limited to 2013-2023. Databases searched included MEDLINE, Embase, British Education Index and ERIC, in addition to a manual review of references.
Of the 2903 unique abstracts reviewed by the authors, 43 were relevant to the purpose of this study. The major pedagogical approaches identified were categorised into the following-traditional master-apprentice mentoring, virtual reality/simulation, physical models, and remote teaching. VR simulations enable practise free from the limits of time and risk to patients, as well as potential for standardised formal curricula. AI has the capability to enhance training simulations and assessment of trainees. With recent events necessitating innovation in online remote teaching, programs that are accessible whilst arguably imparting just as much clinical knowledge as in-person education have now been developed.
Mentoring has conventionally been the standard for radiology teaching, however there are now several alternative pedagogical approaches available to the IR community. A combination of the most effective ideas within each is the optimal method by which IR should be taught.
介入放射学（IR）是一个快速发展的专业领域，创新——尤其是在教学实践方面——至关重要。由于劳动力和能力短缺，将经典教育理论与利用虚拟现实（VR）和人工智能（AI）的新策略相结合，为使教学尽可能高效和有效提供了机会。本综述的目的是研究关于本科生和研究生IR教学中不同方法的文献。
采用包含相关关键词的全面检索策略对文献进行综述。文章限于2013年至2023年。除了对手动查阅的参考文献进行审查外，检索的数据库还包括MEDLINE、Embase、英国教育索引和教育资源信息中心（ERIC）。
作者审查的2903篇独特摘要中，43篇与本研究目的相关。确定的主要教学方法分为以下几类——传统的师徒指导、虚拟现实/模拟、物理模型和远程教学。VR模拟使练习不受时间限制和对患者风险的影响，并且具有标准化正式课程的潜力。AI有能力增强培训模拟和对学员的评估。由于近期事件需要在在线远程教学方面进行创新，现已开发出可访问的课程，这些课程在传授临床知识方面可以说与面对面教育一样多。
传统上，指导一直是放射学教学的标准，但现在IR领域有几种替代教学方法。将每种方法中最有效的理念结合起来是教授IR的最佳方法。
