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Biomedical subjects

Richard B Gunderman

Publications and source records attributed to Richard B Gunderman.

At least 19 recordsLinked to original sources
PubMed2003

Occupational necessity and educational invention: resident teaching of radiologic technologists.

RATIONALE AND OBJECTIVE: Radiology faces a severe and growing shortage of radiologic technologists. One way of redressing this problem is to improve the quality of education provided to radiologic technology students. Yet growing clinical demands increasingly erode faculty time for teaching. This study examined whether radiology residents could provide equivalent instruction in radiologic technology at lower cost, and whether such experience could enhance residents' interest in teaching as part of their careers. MATERIALS AND METHODS: Course evaluation forms completed by the students in a required radiologic pathology course were reviewed, and student-reported faculty and resident performances in teaching were compared. Residents also were surveyed for their reactions to the experience of teaching this course. RESULTS: Ninety percent of students (27 of 30) either agreed or strongly agreed that the course was well taught by radiology faculty members, and 97% (29 of 30) either agreed or strongly agreed that the course was well taught by radiology residents. The total direct cost of instruction by radiology residents was 73% lower than the cost of instruction by faculty. Residents who participated in teaching found the experience worthwhile, and they described a wide variety of personal and educational benefits. CONCLUSION: Involving radiology residents in teaching can help redress the growing shortage of radiologic technologists, relieve some of the pressure on faculty time, and contribute to the professional development of the next generation of radiologists.

Costs and Cost Analysis↗
PubMed2003

2003 AUR Joseph E. And Nancy O. Whitley Award. Developing tomorrow's academic radiologists: a 3-month residency elective in education.

RATIONALE AND OBJECTIVES: The shortage of academic radiologists reveals an urgent need to attract more residents into academic careers. A great deal of attention has been focused on research, but few programmatic initiatives have addressed the development of the next generation of radiology educators. The purpose of this study was to develop and test a new 3-month residency elective in education. MATERIALS AND METHODS: A large academic radiology department developed a 3-month education elective, during which two residents would be relieved of clinical duties and focus full-time on tasks related to their development as educators, including the completion of a major educational project. RESULTS: Two residents, in their 3rd year and 4th year of residency, respectively, proposed to collaborate in developing a Web-delivered tutorial for the department's senior medical student clerkship. At the end of 3 months, their radiology tutorial was introduced. In its 1st month, it received a mean rating of 4.3 on a five-point scale. The residents stated that the elective had enabled them to develop important skills in instructional technology, put into practice their enhanced understanding of learning psychology, and substantially strengthened their overall commitment to academic careers. CONCLUSION: It is vital that residency programs focus on developing the next generation of radiology educators. This ongoing education elective represents one successful model.

Career Choice↗
PubMed2002

Learning to report.

RATIONALE AND OBJECTIVES: In radiology residency programs it is the task of residents to learn how to effectively report the findings and impressions from patient images they review, generally from an apprenticeship design. The authors sought to learn residents' perceptions of the value this apprenticeship model holds for them. MATERIALS AND METHODS: Thirty-eight residents were interviewed in a 1-month field study and asked four questions about their experiences: How did you learn to report? What formal or organized dictation instruction have you received? What feedback do you receive? What is your opinion about your experience? RESULTS: It was found that residents perceive that the apprenticeship model is inadequate when learning to report. The authors found reporting issues could be classified into three categories: perceived lack of transferable learning from observation, lack of explicit direction from faculty, and need for a more structured approach to learning. CONCLUSION: Although residents agreed that learning the skills to report would be gained eventually through the apprenticeship model, they also believed that it did not give them the confidence or competence a more structured program could provide.

Clinical Competence↗