“The measure of intelligence is the ability to change.”—Albert Einstein
Although the exact defining years vary, a millennial is generally considered someone who was born between the years 1980 and 2000. Millennials are now the largest and most diverse generational cohort in the United States and are expected to become the most educated generation in American history . By 2010, 75% of millennials had a social networking presence and 20% had posted a video of themselves online . They are more likely than the previous two generations to care about creativity in their work, and they spent more time with their parents while growing up than previous generations . Millennials view their generational identity as unique based on technology utilization and by the incorporation of technology into their social interactions . Graduate medical education is analyzing this generation of trainees’ characteristics and is evolving to integrate technology to take advantage of their learning preferences.
Slanetz et al (2013) wrote about how teaching radiology in the millennial era required facilitating learning and focusing on experiences given these demographic features . In the 2014 educational issue of Academic Radiology , with the support of the Alliance for Medical Student Educators in Radiology and the Alliance for Clinician Educators in Radiology, Kelly summarized the current themes of change and technology in radiology education . There has been an emergence of fused clinical content with social media, an effort to make education more experiential and interactive, and a migration of simulations into the virtual environment. Emphasis has been placed on merging technology into the teaching of the classic topics of anatomy, differential diagnoses, and pathognomonic findings. However, technology may also allow educators to quantify a shift from volume to value for trainees. With the dawn of decision support utilization, and radiology’s evolution from a fee-for-service to a risk-based accountable care healthcare model, it will be important for our trainees to have the ability to demonstrate efficiency, safety, and quality . In short, technology may be used to teach our millennial trainees to be better diagnosticians and better stewards of imaging, bringing increased value to stakeholders.
One of the first iterations of using online capability in radiology education was shifting clinical content to digital modules and e-books. Quite simply, there has been a migration of traditional book subject matter to web-based sources. Early adopters of web-based learning modules found favorable responses from millennial trainees . Paid subscriptions to online versions of classic radiology texts and unrestricted quick references are available. Digital content is rapidly supplanting hard copy texts as a preferred reference source . The ability for academic radiologists to quickly disseminate information to their trainees in the form of an e-book, using one of multiple free programs, gives increased flexibility to both the author and the end user .
Radiology applications take advantage of widespread utilization of smartphones by millennials . Many radiology resources now have downloadable applications, making access to content one touch and portable . A radiology organizational and meeting application, like Radiological Society of North America (RSNA)’s 2015 application, offered a list of technical exhibits, a site map, and the ability to personalize a daily agenda . Content applications range from radiology anatomy, such as the Brain MRI Atlas , to case-based questions, as offered by CTisus iQuiz . There are also applications that enable viewing of images, like the OsiriX HD for Mac users , and applications that allow medical image sharing and collaboration, as provided by the Nuance PowerShare application .
Get Radiology Tree app to read full this article<
Get Radiology Tree app to read full this article<
Get Radiology Tree app to read full this article<
Get Radiology Tree app to read full this article<
Get Radiology Tree app to read full this article<
Get Radiology Tree app to read full this article<
Get Radiology Tree app to read full this article<
Get Radiology Tree app to read full this article<
Get Radiology Tree app to read full this article<
Get Radiology Tree app to read full this article<
Get Radiology Tree app to read full this article<
Get Radiology Tree app to read full this article<
References
1. The White House Council of Economic Advisors : 15 Economic facts about millennials. Available at: https://www.whitehouse.gov/sites/default/files/docs/millennials_report.pdf Accessed November 25, 2015
2. Millennials: Confident, Connected, Open to Change : Pew Research Center. Available at: http://www.pewsocialtrends.org/2010/02/24/millennials-confident-connected-open-to-change/ Accessed February 21, 2016
3. Eckleberry-Hunt J., Tucciarone J.: The challenges and opportunities of teaching “Generation Y”. J Grad Med Educ 2011; 3: pp. 458-461.
4. Slanetz P.J., Kung J., Eisenberg R.L.: Teaching radiology in the millennial era. Acad Radiol 2013; 20: pp. 387-389.
5. Kelly A.M.: Radiology education: keeping pace with changing times, new technology and increased challenges. Acad Radiol 2014; 21: pp. 827-828.
6. Duong P.A.T., Bresnahan B., Pastel D., et. al.: Value of imaging part I: perspectives for the academic radiologist. Acad Radiol 2016; 23: pp. 18-22.
7. Duong P.A.T., Pastel D., Sadigh G., et. al.: Value of imaging part II: value beyond image interpretation. Acad Radiol 2016; 23: pp. 23-29.
8. Foran D.J., Nosher J.L., Siegel R., et. al.: Dynamic quiz bank: a portable tool set of authoring and managing distributed, web-based educational programs in radiology. Acad Radiol 2003; 10: pp. 52-57.
9. Kitchin D.R., Applegate K.E.: Learning radiology: a survey investigating radiology resident use of textbooks, journals and the internet. Acad Radiol 2007; 14: pp. 1113-1120.
10. Bhargava P., Dhand S., Lackey A.E., et. al.: Radiology education 2.0—on the cusp of change: part 2. eBooks; file sharing and synchronization tools; websites/teaching files; reference management tools and note taking applications. Acad Radiol 2013; 20: pp. 373-381.
11. Bhargava P., Lackey A.E., Dhand S., et. al.: Radiology education 2.0 – on the cusp of change: part 1. Tablet computers, online curriculums, remote meeting tools and audience response systems. Acad Radiol 2013; 20: pp. 364-372.
12. RSNA Meeting app. Available at: https://rsna2015.rsna.org/app/ Accessed March 15, 2016
13. Brain MRI Atlas app. Available at: https://itunes.apple.com/us/app/brain-mri-atlas/id431556580?mt=8 Accessed March 15, 2016
14. CTisus iQuiz app. Available at: https://itunes.apple.com/us/app/ctisus-iquiz-the-hd-edition/id406159923?mt=8 Accessed March 15, 2016
15. OsiriX HD app. Available at: https://itunes.apple.com/us/app/osirix-hd/id419227089?mt=8 Accessed March 15, 2016
16. Nuance PowerShare app. Available at: http://www.nuance.com/products/powershare-medical-image-exchange/index.htm Accessed March 15, 2016
17. SHERPA program. Available at: http://sherpa.arrs.org Accessed February 21, 2016
18. American Press Institute and the Associated Press-NORC Center for Public Affairs Research—Media Insight Project : How millennials get news: inside the habits of America’s first digital generation. Available at: www.mediainsight.org Accessed November 24, 2015
19. Ranginwala S., Merrow A., Towbin A.: Teaching radiology using Instagram. Radiological Society of North America 2014 Scientific Assembly and Annual Meeting—Chicago IL; Available at: http://archive.rsna.org/2014/14010837.html Accessed February 21, 2016
20. “QR Code.” Wikipedia: The Free Encyclopedia . Wikimedia Foundation, Inc. Available at: https://en.wikipedia.org/wiki/QR_code . Accessed November 25, 2015.
21. Flickr : Available at: https://www.flickr.com/photos/periodicvideos/5915143448/sizes/o/in/photostream Accessed November 24, 2015
22. Nakata N., Ohta T., Miyamoto Y., et. al.: Desktop reporting assistant tools using QR code and OCR on the fly in the reading room: feasibility of all-in-one cam mouse and web-based QR code templates. Radiological Society of North America 2014 Scientific Assembly and Annual Meeting—Chicago IL; Available at: http://archive.rsna.org/2014/14003695.html Accessed February 21, 2016
23. McNamara M.P., McNamara M.E., Dutta R., et. al.: Engagement-based learning and patient care in procedural medicine: mastering image-guided minimally invasive breast procedures. Educational Poster: Case Western Reserve University School of Medicine Annual Education Retreat2015.
24. Rowse P.G., Ruparel R.K., AlJamal Y.N., et. al.: Catering to millennial learners: assessing and improving fine-needle aspiration performance. J Surg Educ 2014; 71: pp. e53-e58.
25. Rubio E., Bassignani M.J., White M.A., et. al.: Effect of an audience response system on resident learning and retention of lecture material. Am J Roentgen 2008; 190: pp. W319-W322.
26. Richardson M.L.: Audience response techniques for 21st century radiology education. Acad Radiol 2014; 21: pp. 834-841.
27. Introduction to RSNA Diagnosis Live™ system presented at the 2013 Faculty Development Workshop. Available at: https://www.youtube.com/watch?v=egoQhKMlzRI Accessed February 21, 2016
28. Roubidoux M., Chapman C., Piontek M.: Development and evaluation of an interactive web-based breast imaging game for medical students. Acad Radiol 2002; 9: pp. 1169-1178.
29. Nevin C., Westfall A., Rodriguez M., et. al.: Gamification as a tool for enhancing graduate medical education. Postgrad Med J 2014; 00: pp. 1-9.
30. Chetlen A., Mendiratta-Lala M., Probyn L., et. al.: Conventional medical education and the history of simulation in radiology. Acad Radiol 2015; 22: pp. 1252-1267.
31. Spiotta A.M., Kellogg R.T., Vargas J., et. al.: Diagnostic angiography skill acquisition with a secondary curve catheter: phase 2 of a curriculum based endovascular simulation program. J Neurointerv Surg 2015; 7: pp. 777-780.