Granados Laura, Takasugi Julie, Town James, Adamson Rosemary
Third-Year Fellow, Division of Pulmonary, Critical Care and Sleep Medicine, University of Washington School of Medicine.
Assistant Professor Emeritus, Department of Radiology, University of Washington.
MedEdPORTAL. 2025 Jan 14;21:11481. doi: 10.15766/mep_2374-8265.11481. eCollection 2025.
Chest computed tomography (CT) interpretation is a key competency for pulmonary fellows, with many resources intended for radiologists but very few for this specific group. We endeavored to create a curriculum to teach chest CT interpretation to first-year pulmonary fellows.
We assembled a team of two pulmonologists, one radiologist, and a fellow with computer drafting software experience. We reviewed the literature, used principles of cognitive load theory to outline the content of our curriculum, collected original CT images exemplifying key patterns of disease, created original illustrations using computer drafting programs, and outlined frameworks to identify chest CT patterns and build differential diagnoses. We divided the material into five short videos and provided 18 practice cases to be reviewed asynchronously. We then organized a 1-hour in-person review session facilitated by a chest radiologist. We created a survey to assess our curriculum. The material presented here has been delivered to three consecutive classes of first-year pulmonary and critical care medicine fellows at our institution.
Nineteen fellows in three cohorts reviewed the curriculum. Twelve fellows (63% response rate) completed the postcurriculum survey. Overall, there was a significant improvement in comfort, with the calculated paired sample test showing a mean comfort of 3.2 precurriculum and a mean comfort of 4.5 postcurriculum ( < .001).
This self-guided, interactive curriculum provides a structured approach connecting key lung anatomy to patterns of disease and is an effective way to teach chest CT interpretation to pulmonary fellows.
胸部计算机断层扫描（CT）解读是肺科住院医师的一项关键技能，现有许多资源是针对放射科医生的，而针对这一特定群体的资源却很少。我们致力于创建一门课程，向一年级肺科住院医师教授胸部CT解读。
我们组建了一个团队，成员包括两名肺科医生、一名放射科医生和一名有计算机绘图软件经验的住院医师。我们查阅了文献，运用认知负荷理论的原则来勾勒课程内容，收集了体现关键疾病模式的原始CT图像，使用计算机绘图程序制作了原始插图，并勾勒了识别胸部CT模式和建立鉴别诊断的框架。我们将材料分成五个短视频，并提供了18个实践案例供异步复习。然后，我们组织了一次由胸部放射科医生主持的1小时面对面复习课程。我们创建了一项调查来评估我们的课程。这里展示的材料已提供给我们机构连续三届的一年级肺科和重症医学住院医师。
三个队列中的19名住院医师复习了该课程。12名住院医师（回复率63%）完成了课程后调查。总体而言，舒适度有显著提高，计算得出的配对样本检验显示，课前平均舒适度为3.2，课后平均舒适度为4.5（<0.001）。
这一自我指导的互动课程提供了一种将关键肺部解剖结构与疾病模式相联系的结构化方法，是向肺科住院医师教授胸部CT解读的有效方式。
