Advancing learning equity through virtual radiology grand rounds.

Autor: Planz VB; Department of Radiology and Radiological Sciences, Vanderbilt University Medical Center, 1161 21st Avenue South, Nashville, TN 37232, United States of America. Electronic address: virginia.planz@vumc.org., Hatcher L; Vanderbilt University School of Medicine, Vanderbilt University Medical Center, 1161 21st Avenue South, Nashville, TN 37232, United States of America. Electronic address: lauren.a.hatcher@vanderbilt.edu., Patel-Lippmann KK; Department of Radiology and Radiological Sciences, Vanderbilt University Medical Center, 1161 21st Avenue South, Nashville, TN 37232, United States of America. Electronic address: krupa.k.patel-lippmann@vumc.org., Cooke EA; Department of Radiology and Radiological Sciences, Vanderbilt University Medical Center, 1161 21st Avenue South, Nashville, TN 37232, United States of America. Electronic address: erin.cooke@vumc.org., Omary RA; Department of Radiology and Radiological Sciences, Vanderbilt University Medical Center, 1161 21st Avenue South, Nashville, TN 37232, United States of America. Electronic address: reed.omary@vumc.org.
Jazyk: angličtina
Zdroj: Clinical imaging [Clin Imaging] 2023 Sep; Vol. 101, pp. 223-226. Date of Electronic Publication: 2023 Jul 05.
DOI: 10.1016/j.clinimag.2023.06.021
Abstrakt: Purpose: The COVID-19 pandemic rapidly accelerated the adoption of virtual learning in medical education, including departmental grand rounds lectures in radiology. This retrospective study sought to assess the impact of an open access virtual grand rounds program. We tested the hypothesis that virtual grand rounds would advance learning equity by increasing access to learners outside of our institution.
Methods: Twenty-two open access virtual grand rounds lectures were presented and recorded using an online videoconferencing platform. After the lecture, registrants received online access to the lecture recording for later on-demand viewing. The email address, geographical location, institutional affiliation, and medical specialty for all virtual registrants and attendees were retrospectively collected from a required online registration form. The primary outcome measure included an assessment of geographical diversity using descriptive statistics.
Results: Attendees of the virtual lectures were from 75 academic institutions and 27 non-academic institutions and located in 32 states, 88 cities, and 9 countries. Twenty-seven medical specialties were represented.
Conclusion: The virtual grand rounds program in radiology contributes to free and open access educational content online for learners around the world. To address learning equity and promote international inclusion, we recommend that grand rounds organizers consider including a virtual option that allows free sharing of knowledge.
Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
(Copyright © 2023 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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