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dc.contributor.authorMcRoy, Casey
dc.contributor.authorPatel, Lakir
dc.contributor.authorGaddam, Durga Sivacharan
dc.contributor.authorRothenberg, Steven
dc.contributor.authorHerring, Allison
dc.contributor.authorHamm, Jacob
dc.contributor.authorChelala, Lydia
dc.contributor.authorWeinstein, Joseph
dc.contributor.authorSmith, Elana
dc.contributor.authorAwan, Omer
dc.date.accessioned2020-09-01T17:37:59Z
dc.date.available2020-09-01T17:37:59Z
dc.date.issued2020-08-08
dc.identifier.urihttp://hdl.handle.net/10713/13618
dc.description.abstractRationale and Objectives: The coronavirus disease of 2019 (COVID-19) pandemic has challenged the educational missions of academic radiology departments nationwide. We describe a novel cloud-based HIPAA compliant and accessible education platform which simulates a live radiology workstation for continued education of first year radiology (R1) residents, with an emphasis on call preparation and peer to peer resident learning. Materials and Methods: Three tools were used in our education model: Pacsbin (Orion Medical Technologies, Baltimore, MD, pacsbin.com), Zoom (Zoom Video Communications, San Jose, CA, zoom.us), and Google Classroom (Google, Mountain View, CA, classroom.google.com). A senior radiology resident (R2-R4) (n = 7) driven workflow was established to provide scrollable Digital Imaging and Communications in Medicine (DICOM) based case collections to the R1 residents (n = 9) via Pacsbin. A centralized classroom was created using Google Classroom for assignments, reports, and discussion where attending radiologists could review content for accuracy. Daily case collections over an 8-week period from March to May were reviewed via Zoom video conference readout in small groups consisting of a R2-R4 teacher and R1 residents. Surveys were administered to R1 residents, R2-4 residents, and attending radiologist participants. Results: Hundred percent of R1 residents felt this model improved their confidence and knowledge to take independent call. Seventy-eight percent of the R1 residents (n = 7/9) demonstrated strong interest in continuing the project after pandemic related restrictions are lifted. Based on a Likert “helpfulness” scale of 1-5 with 5 being most helpful, the project earned an overall average rating of 4.9. Two R2-R4 teachers demonstrated increased interest in pursuing academic radiology. Conclusion: In response to unique pandemic circumstances, our institution implemented a novel cloud-based distance learning solution to simulate the radiology workstation. This platform helped continue the program's educational mission, offered first year residents increased call preparation, and promoted peer to peer learning. This approach to case-based learning could be used at other institutions to educate residents.en_US
dc.description.sponsorshipUniversity of Marylanden_US
dc.description.urihttps://doi.org/10.1016/j.acra.2020.08.001en_US
dc.language.isoen_USen_US
dc.publisherElsevier USAen_US
dc.relation.ispartofAcademic Radiologyen_US
dc.subjectCloud-baseden_US
dc.subjectEducationen_US
dc.subjectPandemicen_US
dc.subjectTechnologyen_US
dc.subjectWorkstationen_US
dc.titleRadiology Education in the Time of COVID-19: A Novel Distance Learning Workstation Experience for Residentsen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.acra.2020.08.001
dc.identifier.scopusidSCOPUS_ID:85089454701


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