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Background Medical imaging related knowledge and skills are widely used in clinical practice. However, radiology teaching methods and resultant knowledge among medical students and junior doctors is variable. A systematic review and meta-analysis was performed to compare the impact of different components of radiology teaching methods (active versus passive teaching, eLearning versus traditional face-to-face teaching) on radiology knowledge / skills of medical students. Methods PubMed and Scopus databases were searched for articles published in English over a 15-year period ending in June 2021 quantitatively comparing the effectiveness of undergraduate medical radiology education programs regarding acquisition of knowledge and/or skills. Study quality was appraised by the Medical Education Research Study Quality Instrument (MERSQI) scoring and analyses performed to assess for risk of bias. A random effects meta-analysis was performed to pool weighted effect sizes across studies and I 2 statistics quantified heterogeneity. A meta-regression analysis was performed to assess for sources of heterogeneity. Results From 3,052 articles, 40 articles involving 6,242 medical students met inclusion criteria. Median MERSQI score of the included articles was 13 out of 18 possible with moderate degree of heterogeneity (I 2  = 93.42%). Thematic analysis suggests trends toward synergisms between radiology and anatomy teaching, active learning producing superior knowledge gains compared with passive learning and eLearning producing equivalent learning gains to face-to-face teaching. No significant differences were detected in the effectiveness of methods of radiology education. However, when considered with the thematic analysis, eLearning is at least equivalent to traditional face-to-face teaching and could be synergistic. Conclusions Studies of educational interventions are inherently heterogeneous and contextual, typically tailored to specific groups of students. Thus, we could not draw definitive conclusion about effectiveness of the various radiology education interventions based on the currently available data. Better standardisation in the design and implementation of radiology educational interventions and design of radiology education research are needed to understand aspects of educational design and delivery that are optimal for learning. Trial registration Prospero registration number CRD42022298607.

Africa has seen an upsurge in diagnostic imaging utilization, with benefits of efficient and accurate diagnosis, but these could easily be offset by undesirable effects attributed to unjustified, unoptimized imaging and poor quality examinations. This paper aims to present Africa’s position regarding quality and safety in imaging, give reasons for the rising interest in quality and safety, define quality and safety from an African context, list drivers for quality and safety in Africa, discuss the impact of COVID-19 on quality and safety, and review Africa’s progress using the Bonn Call for Action framework while proposing a way forward for imaging quality and safety in Africa. In spite of a healthcare setting characterized by meagre financial, human and technology resources, a rapidly widening disease-burden spectrum, growing proportion of non-communicable diseases and resurgence of tropical and global infections, Africa has over the last ten years made significant strides in quality and safety for imaging. These include raising radiation-safety awareness, interest and application of evidence-based radiation safety recommendations and guidance tools, establishing facility and national diagnostic reference levels (DRLs) and strengthening end-user education and training. Major challenges are: limited human resource, low prioritization of imaging in relation to other health services, low level of integration of imaging into the entire health service delivery, insufficient awareness for radiation safety awareness, a radiation safety culture which is emerging, insufficient facilities and opportunities for education and training. Solutions to these challenges should target the entire hierarchy of health service delivery from prioritization, policy, planning, processes to procedures.

Background Transgender and gender diverse (TGD) individuals face barriers, including harassment and discrimination, when accessing healthcare services. Medical imaging procedures require personal information to be shared, such as date of last menstrual cycle and/or pregnancy status; some imaging exams are also invasive or intimate in nature. Terminology is based on binary sex creating an inherently cis-heteronormative environment. TGD patients fear being outed and often feel a need to function as educators and advocates for their care. Incorporation of inclusive healthcare curriculum related to TGD populations is an effective means of educating new health providers and promotes safer and more inclusive spaces in healthcare settings. Educators face barriers which hinder the creation and implementation of TGD content. The purpose of this study was to examine the impacts educators are faced with when creating and delivering TGD content in their medical imaging curriculum. Methods A case study of medical imaging programs at a Canadian post-secondary institute was undertaken. Data was collected via semi-structured interviews with faculty. Relevant institutional documents such as strategic plans, policies/procedures, websites, and competency profiles were accessed. Framework analysis was used to analyze the data. Results The study found seven themes that influence the development of TGD curriculum as follows: familiarity and comfort with the curriculum and content change process; collaboration with other healthcare programs; teaching expertise; management of course workload and related. duties; connections to the TGD community; knowledge of required TGD content and existing gaps in curriculum; and access to supports. Conclusions Understanding educators’ perspectives can lead to an increased sense of empowerment for them to create and incorporate TGD curriculum in the future. Many post- secondary institutions are incorporating an inclusive lens to educational plans; this research can be used in future curriculum design projects. The goal is improved medical imaging experiences for the TGD population.

Background Cross-sectional anatomy is essential for clinical imaging interpretation, yet many medical curricula lack systematic training for clinical students. This study assessed needs among resident physicians and proposed a collaborative education framework. Methods A cross-sectional survey of 130 resident physicians from Zhejiang University-affiliated hospitals (June-August 2025) evaluated knowledge gaps, clinical challenges, and preferences using descriptive statistics, chi-square tests, and logistic regression. Results Of 130 respondents (53% female, 58% aged 26–30), 74% reported no formal cross-sectional anatomy training, despite 88% citing high clinical needs. Top challenges included anatomical positioning (45%), with surgery residents showing greatest urgency (95%). Preferences favored clinical-basic science collaboration (64% “very important”), blended online-offline formats (57%), and 3D imaging (71%). Conclusions Significant educational gaps persist in cross-sectional anatomy, underscoring the need for collaborative models integrating clinical cases and technology. This framework can guide curriculum reforms to enhance imaging competency and patient safety in global medical education.

Background Diagnostic radiology residents in low- and middle-income countries (LMICs) may have to provide significant contributions to the clinical workload before the completion of their residency training. Because of time constraints inherent to the delivery of acute care, some of the most clinically impactful diagnostic radiology errors arise from the use of Computed Tomography (CT) in the management of acutely ill patients. As a result, it is paramount to ensure that radiology trainees reach adequate skill levels prior to assuming independent on-call responsibilities. We partnered with the radiology residency program at the Aga Khan University Hospital in Nairobi (Kenya) to evaluate a novel cloud-based testing method that provides an authentic radiology viewing and interpretation environment. It is based on Lifetrack, a unique Google Chrome-based Picture Archiving and Communication System, that enables a complete viewing environment for any scan, and provides a novel report generation tool based on Active Templates which are a patented structured reporting method. We applied it to evaluate the skills of AKUHN trainees on entire CT scans representing the spectrum of acute non-trauma abdominal pathology encountered in a typical on-call setting. We aimed to demonstrate the feasibility of remotely testing the authentic practice of radiology and to show that important observations can be made from such a Lifetrack-based testing approach regarding the radiology skills of an individual practitioner or of a cohort of trainees. Methods A total of 13 anonymized trainees with experience from 12 months to over 4 years took part in the study. Individually accessing the Lifetrack tool they were tested on 37 abdominal CT scans (including one normal scan) over six 2-hour sessions on consecutive days. All cases carried the same clinical history of acute abdominal pain. During each session the trainees accessed the corresponding Lifetrack test set using clinical workstations, reviewed the CT scans, and formulated an opinion for the acute diagnosis, any secondary pathology, and incidental findings on the scan. Their scan interpretations were composed using the Lifetrack report generation system based on active templates in which segments of text can be selected to assemble a detailed report. All reports generated by the trainees were scored on four different interpretive components: (a) acute diagnosis, (b) unrelated secondary diagnosis, (c) number of missed incidental findings, and (d) number of overcalls. A 3-score aggregate was defined from the first three interpretive elements. A cumulative score modified the 3-score aggregate for the negative effect of interpretive overcalls. Results A total of 436 scan interpretations and scores were available from 13 trainees tested on 37 cases. The acute diagnosis score ranged from 0 to 1 with a mean of 0.68 ± 0.36 and median of 0.78 (IQR: 0.5-1), and there were 436 scores. An unrelated secondary diagnosis was present in 11 cases, resulting in 130 secondary diagnosis scores. The unrelated secondary diagnosis score ranged from 0 to 1, with mean score of 0.48 ± 0.46 and median of 0.5 (IQR: 0–1). There were 32 cases with incidental findings, yielding 390 scores for incidental findings. The number of missed incidental findings ranged from 0 to 5 with a median at 1 (IQR: 1–2). The incidental findings score ranged from 0 to 1 with a mean of 0.4 ± 0.38 and median of 0.33 (IQR: 0- 0.66). The number of overcalls ranged from 0 to 3 with a median at 0 (IQR: 0–1) and a mean of 0.36 ± 0.63. The 3-score aggregate ranged from 0 to 100 with a mean of 65.5 ± 32.5 and median of 77.3 (IQR: 45.0, 92.5). The cumulative score ranged from − 30 to 100 with a mean of 61.9 ± 35.5 and median of 71.4 (IQR: 37.4, 92.0). The mean acute diagnosis scores and SD by training period were 0.62 ± 0.03, 0.80 ± 0.05, 0.71 ± 0.05, 0.58 ± 0.07, and 0.66 ± 0.05 for trainees with ≤ 12 months, 12–24 months, 24–36 months, 36–48 months and > 48 months respectively. The mean acute diagnosis score of 12–24 months training was the only statistically significant greater score when compared to ≤ 12 months by the ANOVA with Tukey testing ( p  = 0.0002). We found a similar trend with distribution of 3-score aggregates and cumulative scores. There were no significant associations when the training period was categorized as less than and more than 2 years. We looked at the distribution of the 3-score aggregate versus the number of overcalls by trainee, and we found that the 3-score aggregate was inversely related to the number of overcalls. Heatmaps and raincloud plots provided an illustrative means to visualize the relative performance of trainees across cases. Conclusion We demonstrated the feasibility of remotely testing the authentic practice of radiology and showed that important observations can be made from our Lifetrack-based testing approach regarding radiology skills of an individual or a cohort. From observed weaknesses areas for targeted teaching can be implemented, and retesting could reveal their impact. This methodology can be customized to different LMIC environments and expanded to board certification examinations.

Slide-based lectures remain the primary means by which undergraduate students learn about the mathematical, physical, and systems-level foundations of medical imaging. However, despite their central educational role, no openly available dataset pairs imaging lecture slides with clean, well-aligned explanatory narration suitable for scientific and educational research. The authors introduced MEDI-SLATE: medical imaging slide-lecture aligned teaching ensemble, constructed from a complete undergraduate biomedical engineering medical imaging course. The dataset contains 1117 high-resolution slides paired with refined narration derived from classroom audio through automatic speech recognition, followed by careful manual cleanup. MEDI-SLATE encompasses linear systems, Fourier analysis, signal processing, X-ray physics, computed tomography, positron emission tomography/single photon emission computed tomography, magnetic resonance imaging , ultrasound, and optical imaging. In addition to the slide-text pairs, the dataset includes lecture-level difficulty tags, key ideas, common student misunderstandings, and practice questions sourced directly from the instructor’s materials. A fully reproducible preprocessing pipeline covering slide extraction, narration refinement, alignment, and corpus-level analyses is provided. MEDI-SLATE offers a high-fidelity, openly available resource for medical imaging education, curriculum development, multimodal learning research, and creation of artificial intelligence-assisted instructional tools, with all data and codes released for transparent use and future extension.

The study aimed to determine whether four weeks of motor imagery training (MIT) of goal-directed reaching (reaching to grasp task) would affect the cortical activity during motor imagery of reaching (MIR) and grasping (MIG) in the same way. We examined cortical activity regarding event-related potentials (ERPs) in healthy young participants. Our study also evaluated the subjective vividness of the imagery. Furthermore, we aimed to determine the relationship between the subjective assessment of motor imagery (MI) ability to reach and grasp and the cortical activity during those tasks before and after training to understand the underlying neuroplasticity mechanisms. Twenty-seven volunteers participated in MIT of goal-directed reaching and two measurement sessions before and after MIT. During the sessions 128-channel electroencephalography (EEG) was recorded during MIR and MIG. Also, participants assessed the vividness of the MI tasks using a visual analog scale (VAS). The vividness of imagination improved significantly ( P  < .05) after MIT. A repeated measures ANOVA showed that the task (MIR/MIG) and the location of electrodes had a significant effect on the ERP's amplitude ( P  < .05). The interaction between the task, location, and session (before/after MIT) also had a significant effect on the ERP's amplitude ( P  < .05). Finally, the location of electrodes and the interaction between location and session had a significant effect on the ERP's latency ( P  < .05). We found that MIT influenced the EEG signal associated with reaching differently than grasping. The effect was more pronounced for MIR than for MIG. Correlation analysis showed that changes in the assessed parameters due to MIT reduced the relationship between the subjective evaluation of imagining and the EEG signal. This finding means that the subjective evaluation of imagining cannot be a simple, functional insight into the bioelectrical activity of the cerebral cortex expressed by the ERPs in mental training. The changes we noted in ERPs after MIT may benefit the use of non-invasive EEG in the brain-computer interface (BCI) context. Trial registration: NCT04048083.

The rapid advancement of artificial intelligence (AI) chatbots has generated significant interest regarding their potential applications within medical education. This study sought to assess the performance of the open-source large language model DeepSeek-V3 in answering radiology board-style questions and to compare its accuracy with that of ChatGPT-3.5.A total of 161 questions (comprising 207 items) were randomly selected from the . The question set included single-choice, multiple-choice, shared-stem, and case analysis questions. Both DeepSeek-V3 and ChatGPT-3.5 were evaluated using the same question set over a seven-day testing period. Response accuracy was systematically assessed, and statistical analyses were performed using Pearson's chi-square test and Fisher's exact test.DeepSeek-V3 achieved an overall accuracy of 72%, which was significantly higher than the 55.6% accuracy achieved by ChatGPT-3.5 (  < 0.001). Performance analysis by question type revealed DeepSeek's superior accuracy in single-choice questions (87.1%), though with comparatively lower performance in multiple-choice (55.7%) and case analysis questions (68.0%). Across clinical subspecialties, DeepSeek consistently outperformed ChatGPT, particularly in peripheral nervous system (  = 0.003), respiratory system (  = 0.008), circulatory system (  = 0.012), and musculoskeletal system (  = 0.021) domains.In conclusion, DeepSeek demonstrates considerable potential as an educational tool in radiology, particularly for knowledge recall and foundational learning applications. However, its relatively weaker performance on higher-order cognitive tasks and complex question formats suggests the need for further model refinement. Future research should investigate DeepSeek's capability in processing image-based questions and perform comparative analyses with more advanced models (e.g., GPT-5) to better evaluate its potential for medical education.

The report of any new and successful method for studying the world triggers the need to train people in the use of that method. In the case of functional magnetic resonance imaging and its use for examining human brain function in vivo, expertise is required in a greater collection of domains than usual. Development of fMRI training programs started shortly after the announcement of BOLD-based fMRI in humans. These programs had a variety of durations and primary content areas. All programs had to deal with the challenge of bringing interested researchers from a wide variety of areas—many of whom had little or no understanding of MR physics, and/or experimental psychology, and/or the nuances of data analysis and modeling—to a sufficiently detailed level of knowledge that both the funding agencies, and the existing proprietors of the technology (often radiologists or MR physicists at hospitals) would take the research proposals of new investigators seriously. Now that fMRI-based research is well established, there are new educational challenges. Some have to do with the growing list of technologies used to study human brain function in vivo. But perhaps more daunting is the challenge of training consumers of the reports and claims based on fMRI and other brain imaging modalities. As fMRI becomes influential in contexts beyond the research environment—from the clinic to the courtroom to the legislature—training consumers of fMRI-based claims will take on increasing importance, and represents its own unique challenges for education.

The purpose of this study was to compare pain and anxiety in orthopaedic patients scheduled for elective total hip or knee arthroplasty who have received a kit of nonpharmacologic strategies for pain and anxiety in addition to their regularly prescribed analgesics to those who receive the usual pharmacologic management alone. Descriptive comparative and correlational design using surveys and chart audits. Sixty-five patients randomized to receive usual care or usual care plus a kit of nonpharmacologic strategies. Patients who received the kit used nonpharmacologic measures for pain and anxiety more often than patients who did not receive the kit. The kit group tended to use less opioid and have less anxiety on postoperative day 1 (not statistically significant) and use significantly less opioid on postoperative day 2 than the patients who did not receive the kit. There were no between-group differences in pain intensity. There were significant correlations among postoperative pain intensity, opioid use, and anxiety. The coping method of diverting attention was related to lower present (now) pain scores, and ignoring the pain was associated with higher worst pain. Providing a kit of nonpharmacologic strategies can increase the use of these methods for postoperative pain and anxiety and decrease the amount of opioid taken. The influence of coping strategies in acute postoperative pain needs to be examined further.