Radiology Residency How to Prepare for Read-out
Acad Radiol. 2020 Jun; 27(6): 872–881.
Virtual Read-Out: Radiology Pedagogy for the 21st Century During the COVID-xix Pandemic
Charles H. Li
1Department of Radiology, Keck School of Medicine of USC, 1520 San Pablo St. Lower Level, Rm1451, Los Angeles, CA 90033
Anandh G. Rajamohan
aneSection of Radiology, Keck Schoolhouse of Medicine of USC, 1520 San Pablo St. Lower Level, Rm1451, Los Angeles, CA 90033
Patricia T. Acharya
2Section of Radiology, Children'southward Hospital of Los Angeles, Los Angeles, CA
Chia-Shang J. Liu
aneDepartment of Radiology, Keck School of Medicine of USC, 1520 San Pablo St. Lower Level, Rm1451, Los Angeles, CA 90033
Vishal Patel
oneSection of Radiology, Keck School of Medicine of USC, 1520 San Pablo St. Lower Level, Rm1451, Los Angeles, CA 90033
John L. Go
1Department of Radiology, Keck Schoolhouse of Medicine of USC, 1520 San Pablo St. Lower Level, Rm1451, Los Angeles, CA 90033
Paul E. Kim
1Department of Radiology, Keck School of Medicine of USC, 1520 San Pablo St. Lower Level, Rm1451, Los Angeles, CA 90033
Jay Acharya
1Department of Radiology, Keck School of Medicine of USC, 1520 San Pablo St. Lower Level, Rm1451, Los Angeles, CA 90033
Received 2020 Apr three; Revised 2020 April 13; Accepted 2020 Apr 14.
Abstract
Technologic advances have resulted in the expansion of web-based conferencing and education. While historically video-conferencing has been used for didactic educational sessions, we present its novel use in virtual radiology read-outs in the face of the COVID-19 pandemic. Knowledge of key aspects of set-up, implementation, and possible pitfalls of video-conferencing applied science in the application of virtual read-outs can aid to improve the educational feel of radiology trainees and promote potential future distance learning and collaboration.
INTRODUCTION
The novel coronavirus pandemic (SARS-CoV-2 virus and subsequent respiratory disease COVID-19) has disrupted nearly every aspect of life across the world, and the full effect that it will have on the American healthcare system, economy, and teaching is all the same uncertain. Across the nation, college campuses take cancelled classes and administrators have scrambled to convert courses into an online format in a affair of days to weeks (1). Although 74% of college campuses have an online learning management arrangement, a contempo survey of campus calculating revealed that fewer than 15% of classes utilize these systems (ii). Some universities have adapted "e-learning ambassadors" to help professors' and instructors' transition to the new online learning environment (ane).
Equally part of the response to the COVID-19 wellness crisis, many medical specialties have sought to limit their exposure by using "telehealth" solutions to interact with their patients. With the technological advances in motion-picture show archiving and communication systems (PACS) and tele-radiology services, radiology has already been at the forefront of telemedicine. Prior studies have examined the use of tele-radiology to participate in virtual radiology rounds with pediatric providers (3) and intensive care units (four), to teach ultrasound guided procedures remotely (5), and to impact global wellness (6). 1 key focus of the American Higher of Radiology Imaging iii.0 initiative is to add value past facilitating improve patient care (7). Virtual radiology has chop-chop become a cardinal tool to achieving that initiative.
Regarding radiology education, the American Board of Radiology has decided to postpone the May/June 2020 administration of the Core examination for the first time since the new format has been administered, in keeping with the Centers for Disease Command and Prevention guidelines to mitigate spread of disease past social distancing. Across the disruption to clinical work, protocols to limit coronavirus transmission amid healthcare team members has resulted in significant disruptions to the educational workflow of many radiology training programs (viii).
In our radiology residency and fellowship programs, which serve the Los Angeles County hospital system, the COVID-xix response has required the programs to limit the physical number of trainees on clinical rotations during the solar day and to shift to a more than robust call system, allowing residents to encompass for those who may get exposed or ill. Residents have been asked to read studies remotely to reduce exposure fifty-fifty with a significantly decreased total volume of imaging cases. Many nonessential outpatient imaging and procedures have also been cancelled, further limiting educational opportunities. Finally, didactic and multidisciplinary conferences that take traditionally involved the assembly of multiple individuals in one room for lectures, case review, and discussion have also been afflicted. The combination of these changes has resulted in significant challenges to radiology trainee education.
In this paper, nosotros discuss the steps we have taken to mitigate these obstacles to radiology trainee education, including the preservation of trainee exposure to clinical cases, didactics from supervising radiologists, and condom interaction with colleagues. We as well review some of the potential features and tools that a videoconferencing service provides. Finally, we discuss the implementation of such a service to meet the changing needs of our department in the era of COVID-19.
SOFTWARE
In the last decade, several web-based video-conferencing platforms (VCPs) have emerged to deliver audio, video, and screen-sharing feel across diverse devices such as macOS, Windows, Android, and iOS (nine, 10, 11, 12, thirteen). The platforms enable users to host webinars, virtual meetings, video demonstrations, video-conferences, and online preparation. Virtual meeting solutions take long been in use in the business organisation sector with peachy reported impacts on employee productivity. More than recently, there have been numerous applications in the medical customs from patient education to multidisciplinary conferences (11,fourteen). Specific to the field of radiology, VCPs take historically been applied primarily to didactic didactics (ten), with virtual conference sessions commonly offered both at international and national conferences, such as the Radiological Club of North America, American Roentgen Ray Lodge, and American Society of Neuroradiology, likewise equally at local forums. Previous studies discussing the employ of remote conference systems accept shown positive reviews from both faculty, fellows, and residents, citing convenience and flexibility (12). Moreover, the use of VCPs has not resulted in whatever quantifiable decrease in operation on either in-grooming or lath examinations (12). While webinars and other spider web-based teaching are non new to the realm of radiology education, its use equally a daily clinical didactics tool in lieu of in-person real-time clinical sessions has non been addressed.
In this article, nosotros describe our experience with Zoom Video Communications (San Jose, CA) software (fifteen), although it should be noted that most other platforms typically offer similar features of sound conferencing, video-conferencing, and screen sharing (11).
For successful implementation in virtual read-out sessions, an ideal VCP should non only take the choice for either whole screen or current awarding sharing along with audio conferencing, but also be Health Insurance Portability and Accountability Deed (HIPAA) compliant. The HIPAA Security Rule offers no exception in terms of video-conferencing and other forms of online collaboration. Zoom claims to provide HIPAA-compliant protection of patient health data and confidentiality via its security architecture and encryption schemes. Importantly, Zoom provides a straightforward machinery for institutions to obtain a signed HIPAA Business organisation Acquaintance Agreement (BAA), ensuring the protection of health information transmitted to or via Zoom. Vendor selection should ensure compliance with both the technical and legal requirements of HIPAA to avoid potential data breaches of sensitive patient information discussed during virtual read-out.
APPLICATIONS IN EDUCATION
Nosotros take been using Zoom Video Communications software (xv) since 2016 to record and digitally archive our weekly Neuroradiology conferences, which are comprised of didactic lectures, instance discussions, journal club, and quality assurance reviews. Still, the apace evolving landscape of healthcare worker safety amidst the COVID-19 pandemic has necessitated the use of video-conferencing in various other ways.
In diagnostic radiology, instruction conventionally occurs by three methods. The beginning is self-learning and involves cocky-motivated report past each resident. The 2d pedagogical method requires independent resident interpretation of imaging studies and subsequent review with an experienced kinesthesia mentor. The third method, formal didactic conferences, has long served every bit an important way for trainees to learn, and the Accreditation Quango for Graduate Medical Instruction (ACGME) has mandated a minimum requirement for Diagnostic Radiology residents to fulfill for graduation (16). The ACGME indicates that each sponsoring establishment must provide at to the lowest degree five hours per week of lectures and conferences. Autonomously from lectures within the institution, other examples of didactic education include online videos, whether open access or purchased. Attendance at regional, national, or international conferences besides provides ample didactic opportunities.
Conferences
Our program has transitioned our noon teaching conference and educational lectures to an entirely virtual format (all participants are remotely connected) with a VCP that is specially helpful in maintaining the interactive nature of "hot-seat" style case conferences. The utilise of such a platform allows u.s. to continue this type of interactive conference, which forms the backbone of radiology educational activity, while allowing participants to exist physically separate in keeping with public health recommendations.
In add-on to didactic lectures, self-learning is a critical component in the education of radiology trainees. Self-learning can be achieved in several means, most traditionally by reading textbooks. However, alternative methods are available, including exam question banks, online cases of the day, and educational exhibits at regional, national, and international radiology conferences, amidst others (13).
While didactic didactics and self-learning are valuable, a critical component of residency training is through bodily case experience and active "on-the-job" learning in which the trainee typically focuses on reviewing a study independently in order to generate a principal diagnosis and differential diagnostic considerations. Exposure to a sufficient volume of cases is needed to proceeds the proper foundation of experience. For this reason, the ACGME requires residents to review a minimum number of studies (radiographs, computed tomography (CT), ultrasound (The states), magnetic resonance imaging (MRI), nuclear medicine (NM)) to acquire this essential skill set. An important just sometimes neglected part of this learning procedure is the feedback that ideally should later on exist provided to the trainee during a read-out session. Multiple studies have shown that feedback is crucial for improving non only knowledge acquisition, but learner motivation and satisfaction, and is one of the most constructive methods for improving learner accomplishment (17, 18, xix, 20).
Readouts
The cardinal features of a conventional read-out include the post-obit: direct two-fashion communication between the trainee and supervising radiologist, ability to view images simultaneously, potential for all parties to scroll through images, and a capability to annotate the images. To accommodate such a read-out virtually and remotely, an platonic VCP should comprise all of these key features.
At our institution, we take practical remote video-conferencing to an "active" read-out setting, which has allowed our trainees to maintain their "on-the-job" instruction similar to that in a conventional in-person read out, while limiting trainee and faculty exposure by practicing social distancing during the COVID-19 pandemic. This awarding allows residents both physically present at the infirmary and others viewing remotely either from home or from other sites to as well partake as a group in educational activity that traditionally occurs at the workstation every twenty-four hour period.
IMPLEMENTATION
The following guide details our experience with setting-up and implementing Zoom Video Communications for virtual read-out. However, other VCPs will have similar functions and controls.
Nuts
Zoom is bachelor on multiple platforms, including desktop and mobile devices. The participants to the Zoom meeting would demand to download and install the customer for his/her device in order to participate in the session. In one case the awarding has been installed, the participant can join the meeting by using the uniform resources locator (URL) from the meeting invitation or enter the meeting ID/password manually through the Zoom app. At our establishment, we have used the microphone and born speaker functions on our dictaphones for the purposes of verbal advice within the software. We use both Philips SpeechMike Premium and Dash PowerMic II dictaphones.
Specifics
The Zoom awarding platform allows the host to customize multiple setting when preparing a meeting. The host can create an instantaneous meeting or schedule a meeting for a future date and fourth dimension. Furthermore, a recurring meeting can also be scheduled, which will automatically run at a given time based on the specified interval. When scheduling the coming together, there is an choice to require a password in order to participate in the meeting. There is likewise an pick to create a "waiting room" so the host of the meeting can screen the participants earlier allowing him/her to enter the meeting. Other default settings, such as turning off participant video and muting microphones tin can also exist specified (Fig one ). Finally, an invitation to the meeting session tin be disseminated. The invitation can exist emailed or simply shared to recipients via the proprietary URL or meeting ID number, which are created for each meeting.
Video-conference scheduling options. In the video-conferencing platform, the host can customize and specify multiple settings for the virtual read-out session. Meetings tin can exist set up impromptu or held at recurring intervals (orangish arrow) to create fixed schedule. Extra security options like specifying a password (red pointer) to enter the read-out, every bit well as only allowing authenticated users to participate (majestic arrow) can be chosen. A waiting room tin can also be utilized, where users logging in remotely wait to be admitted into the actual video-conference, in social club to avoid "zoom-bombing" from uninvited guests. Other default options, such as turning off participant video and muting microphones can besides exist specified. (Colour version of figure is bachelor online.)
The meeting can be accessed by logging into the Zoom application and inbound the meeting ID, proprietary to each session, which may or may non require a password, based on the selected host settings. Alternatively, if joining the meeting through the invitation URL, the participant simply needs to follow the link and enter the coming together password, if necessary (Fig 2 ). Depending on the organization'south implementation of Zoom, the participant volition log into the Zoom business relationship. At our establishment, we use the single sign-on method, which uses our institution's two-cistron authentication website for access. This provides additional protection of patient health information by serving as a safeguard against unauthorized user access to the coming together (Fig 3 ).
wInviting trainees and colleagues. Once a virtual read-out meeting has been scheduled and setup, the link to log in, coming together ID (anonymized), and password tin can exist emailed or distributed to residents and other colleagues for participation (orangish arrows). The invitation data may also be automatically imbedded into grouping calendars one time a readout session is scheduled. (Color version of figure is available online.)
HIPAA compliance and security. At our establishment, we utilize a HIPAA-compliant enterprise Zoom account to initiate a virtual read-out. This requires that the host creating the virtual readout utilise a two-factor identity authentication (TFA) to initiate and enter the video-conferencing platform. This safeguards patient protected wellness information and as well serves as a measure to foreclose unauthorized access to the video-briefing. (Color version of figure is available online.)
Virtual Read-Out Application
Host Features
Once the video-briefing session has been established, the many features of the awarding tin can be utilized. Subsequently the host radiologist launches the session, she or he will accept the pick to share her/his PACS screen or whatever secondary screens to the remote viewers. At our establishment, nosotros take three- or 4-screen setups for our workstations. While multiple screens can be shared from a single workstation at a time, the images may testify upwards as too pocket-sized to be appropriately viewed. For this reason, we share one screen at a time. However, the screen-sharing function can be switched to a dissimilar screen on the host workstation throughout the readout, as needed. We oftentimes use this feature to pull upward specific case-related journal articles or radiology reference websites during the read-out, every bit the supervising radiologist oftentimes may do during a conventional in-person session (Fig four ). This screen-sharing function can also exist given past the host to others who are involved in the readout remotely.
Screen-sharing options. (a) After the host radiologist launches the read-out session, she or he will have the option to share their PACS screen (reddish pointer) or whatever secondary screens to the remote viewers. (b) This screen-sharing function can exist switched throughout the readout as needed (orangish arrows). For case, the read-out session may involve a CT of the abdomen and pelvis for a patient with right lower quadrant intestinal pain with an incidental adrenal nodule. The host radiologist may desire to switch the shared screen from the PACS to a webpage with an adrenal washout figurer, so all of the residents can see how the calculation is done. This screen-sharing function can likewise be given by the host to others who are involved in the readout remotely. For example, for the case discussing the adrenal nodule, a remote resident may bring up a good review article to show others in society to supplement knowledge on this topic. (Colour version of effigy is available online.)
Apart from selecting and monitoring the shared screen, there are other features that the host can command. The host is able to manage the participants within the meeting, having the ability to regulate entry to the meeting, too equally mute and unmute participants already in the group meeting. Participants as well accept the ability to "raise their mitt" inside a meeting, which the host can encounter. This adds an additional level of moderation and control for the host to maintain social club inside the read-out session, specially if there are a large number of participants (Fig 5 ).
Host management of participants. (a) The hosting radiologist can choose an option to manually admit awaiting guests into the video-briefing, which may serve equally a protective mensurate against uninvited guests (Fig two). (b) While a read-out is going on, the host tin mute or unmute participants (orange arrows) in order to ask questions and add to a give-and-take. Trainees participating remotely tin can "heighten their hand" to indicate if they take a question or something to add together to the discussion (red arrow). (Color version of figure is bachelor online.)
Participant Features
The participant features are also critical, as the trainee needs to take functions during a virtual read-out that would be bachelor in the conventional in-person training. As viewed by the participant, the host shared screen is minimalistic, so every bit to maximize the surface area of the screen. There is a small tab at the acme of the screen and a toolbar with a few basic functions at the bottom of the screen (Fig vi ). There is a function to add participants (if permitted by the host), share 1'due south own screen, a grouping chat tool, recording option, and ability to toggle self-mute and video (Fig 7 ).
Shared screen. Case of the shared host screen, as viewed by a participant. (Colour version of figure is available online.)
Participant control options. (a) The participant that is viewing the host screen has multiple options on the bottom of the screen. Features on the bottom left allow the participant to self-mute and start/stop video (ruby arrows). (b) The tab allows the participant to invite other guests (if permitted by the host), view participants, share her/his own screen, conversation, or record the session. The "share screen" option can be particularly helpful if the participant has pulled upward a journal article or has a specific question or would like to evidence something else on her/his own screen. (c) The grouping chat selection allows an easy fashion for questions to exist asked, whether to individuals or anybody in the grouping, peculiarly when at that place is a big number of participants in the group, so as to avert too many people speaking simultaneously. (Colour version of figure is available online.)
The options drop-down carte at the summit of the participant screen also provides valuable tools. The "annotate" tab allows a user to describe, write text, and add together shapes to the host screen. This is especially valuable if the trainee has a question near an anatomical construction and tin also be used every bit a method for the host to "quiz" the trainee, just as may be performed during a conventional in-person read-out session (Fig 8 ). Another helpful feature for the participant is the ability to request "remote control" of the host screen. With this function, the participant gains access to the host screen and can remotely curlicue or comment the host screen, merely as would be feasible during a conventional in-person read-out (Fig 9 ).
Boosted participant control options. (a) The participant is able to cull the "annotate" feature (red arrow) at the tiptop of her/his screen to annotate directly onto what the host screen projects. (b) The toolbar includes a variety of helpful options that are specifically relevant in a remote read-out session. (c) The pointer feature allows a participant to place an arrow on a desired region of interest, which is pointing to the palatine tonsillar tissue on this sagittal CT. This can be helpful during a virtual read-out "quiz" session. (d) Oval notation allows the participant to circle an expanse of interest. Coronal CT of the craniocervical junction shows an avulsion fracture of the left occipital condyle (type III occipital condyle fracture). (e) The "free course" drawing feature is also a very helpful tool during the video-briefing read-out. A Coronal CT of the craniocervical junction with a soft-tissue window shows an notation outlining the left alar ligament in association with the blazon Three occipital condyle fracture, equally created using the "describe" tool. (Color version of figure is available online.)
Remote control pick. (a) A participant can request "remote command" of the host screen through the options bar (Fig viiia). (b) Before a participant tin obtain remote command admission, the host will be prompted to approve the asking. This serves as another layer of defense force against unwanted interruption of the video-conference. (c) Once requested and approved from both the participant and host, the participant screen will show "control" over the screen and is able to coil through images as if she/he is physically on the host workstation. (Color version of figure is available online.)
The Zoom application is also accessible on a mobile device. Of course, a limiting factor is the mobile telephone screen size, but it is still a convenient mode to participate while on the go. Many of the features available on the Zoom desktop version, including annotation tools, may also be used on the mobile device application (Fig 10 ).
Mobile device admission. Mobile devices can back up the Zoom application, which permits participation on the become. The features are similar to those available on the computer-based version. (a) Screenshot shows the ability to run across other participants on the mobile device, which can be scrolled across at the bottom of the device screen. (b) Mobile device screenshot of the "annotation" tool with placement of an arrow over the prevertebral soft-tissue swelling on the os-window sagittal CT of the cervical spine. (Color version of effigy is bachelor online.)
Troubleshooting
One of the strengths of Zoom over other VCPs is its ability to role in less than ideal network atmospheric condition. Zoom suggests the following minimal network bandwidth requirements:
- • For 1:one video calling: 600 kbps (download) for high-quality video and 1.2 Mbps (download) for HD video
- • For screen sharing only (no video thumbnail): fifty-75 kbps (download)
- • For screen sharing with video thumbnail: fifty-150 kbps (download)
- • For sound VoIP: 60-lxxx kbps (download)
Give-and-take
A clear advantage of this video-conferencing technology is that information technology allows collaborative learning experiences by permitting multiple trainees to view a single study at the same time as the supervising radiologist, with each having the ability to control the screen and scroll through images. Supervising radiologist or host computer regulation of screen access serves every bit an important security mensurate. Each participant may too annotate or indicate to findings while asking questions over audio or in text chat format.
While specifically applicable to the 2020 coronavirus pandemic in which social distancing is paramount, the power to review cases remotely has multiple other benefits. Pregnant fourth dimension savings tin can exist attained past virtual read-out rather than by travelling on-site, peculiarly at institutions with multiple sites on campus or with distant satellite locations. Flexibility of employ across various devices, including mobile phones, allows for convenient portability in the presence of reliable Net. Some other potential benefit may arise in the class of trainees on-telephone call seeking help from co-residents, fellows, or kinesthesia who may not have firsthand remote PACS access. Having another person, even a colleague, view a hard study may provide a component of self-balls for a trainee and with the remote imaging viewing tools, it is not an onerous task.
As useful as video-conferencing can exist, at that place are some disadvantages. Any time new applied science is introduced, there will be a learning curve to familiarize the user to the software, which might cause delays in its acceptance into the normal workflow. Other technical limitations including unreliable Internet service leading to dropped connections, choppy video streams, or camera malfunctions, which may likewise chop-chop derail the video-conference. Another downside to the potential virtual workflow is that simply a single figurer screen can be shared per person at a given time, whereas many radiologists typically use three to 4 screens at once to display necessary information and images. Effort must be made past the host computer or attending to go on the relevant images and series on the shared screen. Overall image quality is another factor that must be considered, every bit the remote participants are viewing a compressed stream of the host's display, rather than a high-resolution PACS image straight. Additionally, if the host calculator is sharing the screen of a diagnostic monitor, the participants' monitors may not be of equal resolution, requiring the inconvenience of viewing smaller images or having to pan around the total-resolution screen epitome. The combination of these factors might also make virtual read-outs slower than a standard in-person read-out, and thus video-conferencing should be used selectively.
A security breach is an important pitfall that should always be considered. Because the link is generated and hosted through the Net, there take been many reported cases of uninvited guests attending private conferences (21), which could upshot in a breach of protected health information. Conscientious deployment of a "waiting room" to screen participants and password protection tin maintain confidentiality and aid in the prevention of critical information leaks (Fig 5).
Given the speed at which Zoom video-conferencing software has been adopted, Zoom Video Communications has received criticism for its lax security standards (22). For instance, there have been recent reports that information-mining features within the Zoom software immune users to covertly access another user's LinkedIn data (23). Although Zoom's security has been marketed as "cease-to-end encrypted," this is but true when participants are using Zoom native and web apps (24). When users join using a device that is not connected through Zoom's advice protocol, such as a mobile phone, the encryption cannot exist straight applied. These devices are continued through "Zoom connectors" which do not necessarily offer the stop to end encryption that the Zoom native applications offer, though a BAA established with any VCS vendor should mandate the protection of fifty-fifty decrypted PHI flowing through that vendor's infrastructure. Sensation of the encryption systems employed and the history of vulnerabilities exposed and corresponding vendor responses is essential when selecting a vendor and establishing a BAA. We have specifically focused on Zoom in this paper as a current widely deployed solution, not equally an endorsement of a specific vendor. We encourage radiologists to accept on active roles in the vendor selection procedure and to carefully consider which VCS provides the level of security required by their local regulations. Finally, regardless of how effective the current technology is, information technology will never exist as skilful equally an in-person interaction. Lack of potential visual clues provided by other people's torso language tin lead to a loss of engagement and can dehumanize the supervising radiologist to trainee rapport. It can also be harder to engage with someone through a video screen, which leads to decreased focus from vulnerability to outside distractions. Moreover, a small-scale time filibuster between responses that often occurs with video-conferencing tin effect in stilted conversations.
CONCLUSION
While the implementation of video-conferencing for virtual read-out was chop-chop adopted in light of the COVID-nineteen pandemic, there is meaning future potential for its continued use in the education of trainees. Education can exist bolstered by having set timed read-out sessions accessible by trainees at remote sites or on a dissimilar service. Video-conferencing a portion of the read-out allows all to participate and have admission to the same cases and faculty facilitation, by providing a more than homogeneous feel that might be needed prior to taking call or to supplement trainee instruction.
Even in the current COVID-xix pandemic, there is a connected responsibility for the education of our radiology trainees, which will serve every bit the foundation for the diagnosis and treatment of patients in the future. Implementation of the bachelor technology now solar day will facilitate optimal trainee education, not only in times of crunch, only as well in the future with the render to a normal workflow.
Footnotes
Financial Disclosures: The authors take no relevant financial disclosure. The authors do not receive any financial compensation from Zoom and were not solicited in whatever way to write this article.
REFERENCES
ane. McCurdie B. The coronavirus has pushed courses online. Professors are trying hard to keep up. Chrono High Educ. 2020 [Google Scholar]
2. Green K.C. Campus Computing; Encino, CA: 2019. Campus computing 2019: the 30th National Survey of calculating and advisory technology in American Higher Instruction. [Google Scholar]
3. Heffernan N.R., Strobel North.A., Prithiani C. Virtual radiology rounds: calculation value in the digital era. Pediatr Radiol. 2016;46(12):1645–1650. [PubMed] [Google Scholar]
4. Zember J., Saul D., Delgado J. Radiology rounds in the intensive care units through a telepresence model. J Am Coll Radiol. 2018;15(11):1655–1657. [PubMed] [Google Scholar]
v. Miyashita T., Iketani Y., Nagamine Y. FaceTime((R)) for teaching ultrasound-guided coldhearted procedures in remote identify. J Clin Monit Comput. 2014;28(2):211–215. [PubMed] [Google Scholar]
6. Schwab Thou., Hoffman R.M., Phiri L. Remote training and oversight of sonography for human being immunodeficiency virus-associated tuberculosis in Republic of malaŵi. J Am Coll Radiol. 2019;sixteen(2):228–232. [PMC free article] [PubMed] [Google Scholar]
7. McGinty G.B., Allen B.J., Geis J.R. IT infrastructure in the era of imaging iii.0. J Am Coll Radiol. 2014;eleven(12 Pt B):1197–1204. [PubMed] [Google Scholar]
8. Alvin 1000.D., George Due east., Deng F. The Impact of COVID-19 on radiology trainees. Radiology. 2020 doi: x.1148/radiol.2020201222. [Internet]201222Available at: [PMC free article] [PubMed] [CrossRef] [Google Scholar]
ix. Kim C., Kang B., Choi H.J. A feasibility study of real-time remote CT reading for suspected acute appendicitis using an iPhone. J Digit Imaging. 2015;28(4):399–406. [PMC free article] [PubMed] [Google Scholar]
10. Bhargava P., Lackey A.E., Dhand S. Radiology didactics ii.0—on the cusp of change: part 1. Tablet computers, online curriculums, remote meeting tools and audition response systems. Acad Radiol. 2013;twenty(3):364–372. [PubMed] [Google Scholar]
11. Lewis P.J., Catanzano T.M., Davis L.P. Spider web-based conferencing: what radiology educators demand to know. Acad Radiol. 2019;27(3):447–454. [PubMed] [Google Scholar]
12. Shah C.C., Deloney L.A., Donepudi C. Establishment of a simple and inexpensive remote radiology conference. J Am Coll Radiol. 2009;6(12):884–885. [PubMed] [Google Scholar]
thirteen. Sivarajah R.T., Curci Due north.E., Johnson E.M. A review of innovative teaching methods. Acad Radiol. 2019;26(1):101–113. [PubMed] [Google Scholar]
fourteen. Richardson M.L., Petscavage J.Thou., Hunter J.C. Running an online radiology didactics briefing. Acad Radiol. 2003;19(half-dozen):746–751. doi: x.1016/j.acra.2011.10.030. [Internet]Bachelor at: [PubMed] [CrossRef] [Google Scholar]
15. Zoom Video Communications Inc. 2016. Security guide. [Google Scholar]
16. Accreditation Quango for Graduate Medical Instruction . 2019. ACGME plan requirements for graduate medical education in diagnostic radiology. [Google Scholar]
17. Bransford J., Brown A., Cocking R. National Academy Press; Washington, DC: 2000. How people learn: brain, mind, experience, and school. [Google Scholar]
18. Hattie J. Feedback: the communication of praise, criticism, and advice. Peter Lang Publishing; New York, NY: 2011. Feedback in schools. [Google Scholar]
19. Espasa A., Meneses J. Analysing feedback processes in an online teaching and learning surroundings: an exploratory study. Loftier Educ. 2009;59:277–292. [Google Scholar]
20. Narciss S., Huth K. Instructional Pattern for Multimedia Learning. Waxmann; Munster: 2004. How to blueprint informative tutroing feedback for multimedia learning; pp. 181–196. [Google Scholar]
23. Krolik A., Vocalist Northward. A feature on Zoom secretly displayed data from people'south LinkedIn profiles. New York Times. 2020 [Google Scholar]
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7252195/
0 Response to "Radiology Residency How to Prepare for Read-out"
Postar um comentário