A prospective study integrating a curriculum of interventional radiology in undergraduate education: a tetra-core simulation model

CVIR Endovascular

article

Theodoulou, Iakovos¹  Louca, Christina¹  Sideris, Michail³  Nicolaides, Marios³  Agrawal, Deepsha⁴  Halapas, Antonios⁵  Diamantopoulos, Athanasios¹  Papalois, Apostolos⁶ 

[1] Faculty of Life Sciences and Medicine, King’s College London;Department of Interventional Radiology, Guy’s and St Thomas’ Hospitals, NHS Foundation Trust;Barts and the London School of Medicine and Dentistry, Queen Mary University of London;County Durham and Darlington NHS Foundation Trust;Department of Transcatheter Heart Valves, Hygeia Hospital;Experimental Educational and Research Centre ELPEN;School of Medicine, European University Cyprus

关键词: Simulation;    Undergraduate;    Curriculum;    Interventional radiology;    Procedural skills;   

DOI  :  10.1186/s42155-020-0104-y

学科分类：计算机科学（综合）

来源: Springer

【 摘 要 】

Interventional radiology (IR) is underrepresented in undergraduate medical curricula across Europe. By continuing to challenge the boundaries of IR, a rise in the demand for radiologists has been inevitable – a trend not met by a corresponding rise in the supply of radiologists. On tracing the roots of this shortage, lack of awareness of the specialty within medical trainees coupled with a global lack of IR teaching in undergraduate education seem to constitute major exacerbating factors. The purpose of this study was to identify gaps in the field of IR education and address these by implementing an international IR simulation-based course for undergraduates. Implementation of a multi-modality simulation-based course consisted of seven modules incorporating technical and non-technical skills, basic science and applied clinical science modules. Of all participants, 90.7% (N = 68) never had previous IR teaching experience and only 28% (N = 21) had a previous placement in an IR department. Following the course, confidence improvement was statistically significant both in IR skills (1/5, p < 0.01) and knowledge (1/5, p < 0.01)]. The majority (90.7%) said they would benefit with more exposure to IR. In terms of the students’ motivation for a career in IR, 32% (N = 24) reported that they would more likely consider a career in IR after completing the course. Delivery of a tetra-core simulation course with the aim to address the gaps in undergraduate IR education has had a positive impact on students’ skills, confidence levels as well as motivation. We propose reviewing the curricula across medical schools in Europe to identify gaps and address any inadequacies; for this, we consider our simulation course an excellent starting point.

【 授权许可】

CC BY