Clinically oriented three-year medical physics curriculum: a new design for the future.
ABSTRACT OBJECTIVE: Medical physics instruction for diagnostic radiology residency at our institution has been redesigned with an interactive and image-based approach that encourages clinical application. The new medical physics curriculum spans the first 3 years of radiology residency and is integrated with the core didactic curriculum. CONCLUSION: Salient features include clinical medical physics conferences, fundamentals of medical physics lectures, practicums, online modules, journal club, and a final review before the American Board of Radiology core examination.
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ABSTRACT: With the impending integration of clinically relevant physics into the new American Board of Radiology Core exam, diagnostic radiology residency programs are faced with the challenge of how best to adapt the teaching of radiologic physics to residents. We present a novel resident-led physics curriculum that replaces the traditional didactic structure used in previous years. The hypothesis is that a self-teaching curriculum will facilitate greater retention of core physics concepts and foster a mentality of independent learning. We present both the implementation of this new curriculum and the initial outcomes. A 2-year resident-led physics curriculum was designed and implemented, with integration of the Radiological Society of North America/American Association of Physicists in Medicine online Physics Modules. A preimplementation survey was completed by residents to assess opinions on the previous lecture-based didactic curriculum. A postimplementation survey was then administered six months into the new resident-led curriculum. DXIT Physics percentile scores were compared before and after the curriculum change. The outcomes analysis of this study was approved by the University of Pittsburgh Institutional Review Board and issued IRB approval #PRO13050022. Average Physics DXIT percentile scores improved by 24.1% after the implementation of the resident-led curriculum. Results from the postimplementation survey reveal that 36% of residents think the change was a "Significant Improvement" in physics education. Also, 50% of responses have rated the new curriculum as "Moderately" effective, and an additional 13% of responses have rated the curriculum as "Very-to-Extremely" effective in teaching physics. Compared to our prior lecture-based physics curriculum, the change to a resident-led physics curriculum, to teach clinically relevant physics concepts to radiology residents, has been both effective and well received.Academic radiology 10/2013; 20(10):1306-10. DOI:10.1016/j.acra.2013.07.005 · 2.08 Impact Factor
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ABSTRACT: The revised ABR board certification process has updated the method by which diagnostic radiology residents are evaluated for competency in clinical radiologic physics. In this work, the author reports the successful design and implementation of a resident-taught physics course consisting of 5 weekly, hour-long lectures intended for incoming first-year radiology residents in their first month of training. To the author's knowledge, this is the first description of a course designed to provide a very early framework for ongoing physics education throughout residency without increasing the didactic burden on faculty members. Twenty-six first-year residents spanning 2 academic years took the course and reported subjective improvement in their knowledge (90%) and interest (75%) in imaging physics and a high level of satisfaction with the use of senior residents as physics educators. Based on the success of this course and the minimal resources required for implementation, this work may serve as a blueprint for other radiology residency programs seeking to develop revised physics curricula.Journal of the American College of Radiology: JACR 10/2013; 11(1). DOI:10.1016/j.jacr.2013.08.002 · 2.28 Impact Factor
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ABSTRACT: Ongoing concerns over the rising cost of health care are driving large-scale changes in the way that health care is practiced and reimbursed in the United States. To effectively implement and thrive within this new health care delivery environment, academic medical institutions will need to modify financial and business models and adapt institutional cultures. In this article, we review the expected features of the new health care environment from the perspective of academic radiology departments. Our review will include background on accountable care organizations, identify challenges associated with the new managed care model, and outline key strategies-including expanding the use of existing information technology infrastructure, promoting continued medical innovation, balancing academic research with clinical care, and exploring new roles for radiologists in efficient patient management-that will ensure continued success for academic radiology.Academic radiology 12/2013; 20(12):1511-20. DOI:10.1016/j.acra.2013.10.003 · 2.08 Impact Factor