Radiologists as Clinical Tutors in a Problem-Based Medical School Curriculum

doi:10.1016/S1076-6332(03)80693-1

Academic Radiology

Volume 8, Issue 7, July 2001, Pages 657-663

https://doi.org/10.1016/S1076-6332(03)80693-1 Get rights and content

Abstract

Rationale and Objectives

The authors sought to evaluate the experience of radiologists teaching in a problem-based preclinical medical school curriculum.

Materials and Methods

The undergraduate medical school curriculum at Wake Forest University includes 2 problem-based preclinical years that integrate basic and clinical sciences. Sixteen radiology fellows served as general clinical tutors for 5–9 weeks, each guiding the work of six 2nd-year students, often in tandem with a basic science tutor. On completion of the tutoring, the radiologists and the students were surveyed by means of a questionnaire. A follow-up group interview was conducted with the radiologists.

Results

The response rate to the questionnaire was 81% for the radiologists and 47% for the students. On average, radiologists spent 6.1 hours weekly on preparation and tutoring and 3.5 hours in total on administration and grading. All radiologists thought tutoring was rewarding, but seven of the 13 respondents (54%) disliked assigning grades. Radiologists spent less time teaching radiology residents and performing research, but few thought their clinical work was adversely affected. Nearly half of the radiologist-tutors thought that the preliminary orientation and training provided to them by the medical school was not adequate, and nearly all of them thought that they could have been better prepared. All of the medical students improved their perceptions of radiologists after having had a radiologist as a tutor, and most thought that the radiologist-tutors performed as well as or better than tutors from other disciplines.

Conclusion

Radiologists can be successful as general tutors in a problem-based medical school curriculum, benefiting both radiologists and students. Better orientation and training by the medical school would improve the program.

Section snippets

Materials and Methods

We had three outcome measures for the program of providing tutors to the medical school: (a) the radiologist-tutors were willing to tutor again, (b) there was no adverse effect on the clinical training of the radiologist-tutors, and (c) the radiologist-tutors performed as well as tutors from other departments. It was our hypothesis that all three outcome measures would be favorable. However, if the experience of the radiologist-tutors was such that they were unwilling to participate again, if

Results

Of the 16 radiologist-tutors in the study group, 13 returned completed survey forms, for a response rate of 81%. Of the 60 medical students in the small groups facilitated by the radiologist-tutors, 28 returned completed survey forms, for a response rate of 47%. Because many of the students were members of small groups that had had two radiologist-tutors, the number of evaluations of radiologist-tutors by students was greater than the actual number of students who responded; there were 39 total

Discussion

Radiology demands a breadth of knowledge that encompasses virtually the whole of clinical medicine and its underlying science. Although radiologists have received specialized training in the acquisition and interpretation of diagnostic images, their basic medical knowledge typically is not as deep as that of a basic medical scientist in his or her discipline. As such, radiologist-tutors should not be considered content experts in the subjects that their small groups studied.

However, the role of

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: The opinions and assertions contained herein are those of the authors and should not be construed as official or as representing the opinions of the Department of the Army or the Department of Defense.

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Radiologic EducationRadiologists as Clinical Tutors in a Problem-Based Medical School Curriculum

Abstract

Rationale and Objectives

Materials and Methods

Results

Conclusion

Section snippets

Materials and Methods

Results

Discussion

Acad Radiol

Acad Radiol

Acad Radiol

Am J Med Sci

Am J Med Sci

Wake Forest University School of Medicine

Faculty development

Issues in problem-based learning: a case study of student-directed discussion in four problem-based tutorial groups

Acad Med

Effects of tutors with subjective expertise on the problem-based tutorial process

Acad Med

Effects of tutor expertise on student performance in relation to prior knowledge and level of curricular structure

Acad Med

Radiologic Education
Radiologists as Clinical Tutors in a Problem-Based Medical School Curriculum