By T. Van Deven, K. Hibbert, R. K. Chhem (auth.), Rethy K. Chhem, Kathryn M. Hibbert, Teresa Van Deven (eds.)
This is a ebook approximately scholarship within the broadest feel. The writing of this booklet has proven how via scholarship we will assemble teachers, practitioners, scientists, radio logists, and directors from around the globe to start the types of conversations that promise to maneuver us to a brand new frame of mind approximately and enacting radiology schooling. over the last century, we've witnessed great switch in biomedical technology and the scope of this transformation has demanded new techniques to clinical schooling. the main major of the alterations in clinical schooling has been a basic paradigm shift from a teacher-centered method of a student-centered process. This shift, c- bined with the explosion of data, has pressed scientific colleges to adopt significant curricular and institutional reform. even as, development in scientific schooling examine tools has ended in leading edge methods to help the advance of studying tools and assessment. during the last numerous years there has additionally been a shift towards wondering and making plans for scientific schooling past the undergraduate point to incorporate postgraduate and carrying on with clinical schooling, but in addition to contemplate studying in the expert setting and the advance non-stop schooling. Viewing clinical schooling as a continuum that spans from the 1st 12 months of clinical college till retirement introduces new how one can conceptualize the instructing and studying wishes that handle lifelong studying calls for that stretch over 30 or forty years.
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Additional info for Radiology Education: The Scholarship of Teaching and Learning
2 The Context Understanding the context within which we practice can have profound implications for how we approach and design our responses to challenges. Acknowledging, for example, that the social environment or “informal” curriculum of a teaching hospital can profoundly influence its residents’ values and professional identities may be the first step in understanding that teaching is part of every interaction that residents encounter in their residency. Recognizing this fact invokes an urgency to approach resident training in a way that engages all of the members of a radiology department.
Besides the issues related to curriculum content that would equip specialists to practice in this changing and expanding environment, the scholarship of teaching/learning must take into consideration the educational requirements of accreditation agencies such as the American Board of Radiology, the American Board of Nuclear Medicine, and the Royal College of Physicians and Surgeons of Canada, keeping in mind the specific requirements of, for example, the Canadian system of CanMEDS. 2 Scholarship in Radiology Education 19 The issues mentioned above have addressed some of the complexities involved in the organization of teaching and learning in the context of a profession.
This situation calls for a reassessment of the way we teach and learn radiology at the present time and in the future. We must reconsider the current approach to addressing the growing curriculum if we hope to keep the content and duration of radiology or nuclear medicine residency programs within a reasonable scope, breath, and time. Expanding the scholarship of medical imaging, which has traditionally predominantly recognized activities of discovery, integration, and application of knowledge, to include equal recognition of the scholarship of teaching is a pressing necessity if we hope to cope with the incoming tide of new knowledge and if radiology is to ride the crest of these inevitable changes.
Radiology Education: The Scholarship of Teaching and Learning by T. Van Deven, K. Hibbert, R. K. Chhem (auth.), Rethy K. Chhem, Kathryn M. Hibbert, Teresa Van Deven (eds.)