Challenges within our current education model and where to direct innovation: the three-strand triquetra approach
- PDF / 207,164 Bytes
- 4 Pages / 595.276 x 790.866 pts Page_size
- 78 Downloads / 156 Views
COMMENTARY
Challenges within our current education model and where to direct innovation: the three-strand triquetra approach Sanjay P. Prabhu 1
&
Micheál A. Breen 1
Received: 1 September 2020 / Revised: 1 September 2020 / Accepted: 9 November 2020 # Springer-Verlag GmbH Germany, part of Springer Nature 2020
Introduction Traditional educational in many pediatric radiology departments is based on an apprenticeship-type model, in which trainees primarily learn on the job, with graded levels of guidance and supervision from attending faculty members. More recently, this framework has come under threat in many pediatric radiology departments, where higher patient volumes, demands for greater speed and efficiency, increasing complexity of our patients, clinical questions and imaging studies, and management decisions have all resulted in increasing demands on the pediatric radiologist’s time and energy. These factors are compounded at many institutions worldwide by a shortage of pediatric radiologists. We now know that this shortage results in increased burnout among pediatric radiologists and that this might be the most important challenge facing pediatric radiology education [1]. The emergence of the coronavirus disease 2019 (COVID-19) pandemic has exacerbated these challenges but has also offered opportunities for innovation and growth [2]. There are studies that support the perception of many academic radiologists that incorporating informal resident or fellow teaching into a clinical session leads to decreased clinical productivity [3]. Although trainees help clinical workflow by providing initial reviews of imaging studies, generating reports, protocolling studies and providing consults on reported studies to referring clinicians, this benefit is frequently offset by the time required of the attending pediatric radiologist to supervise and teach trainees, provide hands-on procedural training in US, fluoroscopy and intervention, and contact referring providers when there are substantive changes to
* Sanjay P. Prabhu [email protected] 1
Department of Radiology, Boston Children’s Hospital and Harvard Medical School, 300 Longwood Ave., Boston, MA 02115, USA
preliminary trainee reports or recommendations. At our institution, most faculty members spend additional time after scheduled clinical sessions reviewing and editing trainees’ reports. This lengthens the work day, encroaches on “protected” academic and personal time, and increases the risk of burnout. While there is increased emphasis on measuring and documenting clinical productivity in terms of average relative value units, it is not easy to track, document and recognize efforts directed toward non-interpretive tasks, particularly educational efforts toward radiology trainees, medical students, non-radiologist clinicians and support staff. From the trainees’ point of view, an increased number of studies per session means a greater focus on clinical productivity, often at the expense of the learning process. While some might argue that exp
Data Loading...
