Radiology Registrar Learning in an Online World

IF 1.4 4区医学 Q2 RADIOLOGY, NUCLEAR MEDICINE & MEDICAL IMAGING

Journal of Medical Imaging and Radiation Oncology Pub Date : 2025-08-09 DOI:10.1111/1754-9485.70001

Connor Larson, Alexa Seal, Catherine Hayter, Sally Ayesa

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引用次数: 0

Abstract

Introduction

Radiology education has evolved significantly with the rise of online learning resources. While digital platforms are now integral to trainee study, the growing volume of content and variable access present challenges. Globally, studies have highlighted the benefits of curated digital learning, yet there is limited data on how radiology trainees in Australia and New Zealand use online resources and integrate them with traditional materials. This study aimed to evaluate the study habits of RANZCR (Royal Australian and New Zealand College of Radiology) radiology trainees, focusing on resource usage, perceptions of teaching modalities, and engagement with the RANZCR curriculum.

Methods

A cross-sectional study of current RANZCR trainees was performed, with data collected via an anonymous, voluntary online questionnaire distributed to all accredited RANZCR trainees via official College communications and at key educational events. The questionnaire covered six domains: demographics, textbook use, online resource use, in-person and remote teaching, and attitudes towards the curriculum. Both quantitative and qualitative data were collected. Descriptive statistics and group comparisons were performed using SPSS and OpenEpi. Free-text responses underwent thematic analysis.

Results

A total of 145 trainees responded (22% response rate). 74% reported using online resources for over half of their learning, while only 15% relied similarly on textbooks. Cost was a major barrier, with 84% of trainees limited by subscription fees. Case-based, in-person teaching was consistently rated the most effective teaching method, though 89% also valued on-demand didactic content. Qualitative analysis revealed learners valued the convenience of online learning, but raised concerns over variability in teaching quality and a perceived disconnect between the curriculum structure and exam relevance.

Conclusion

This study demonstrates a clear shift towards online learning among Australian and New Zealand radiology trainees, reflecting broader global trends. While digital resources are preferred for their accessibility and targeted content, cost and content overload remain key barriers. Greater institutional support, structured guidance on resource use, and refinement of the RANZCR curriculum are needed to ensure the curriculum aligns with modern study habits and exam preparation needs.

查看原文本刊更多论文

在线世界中的放射科注册医师学习。

导读：随着在线学习资源的兴起，放射学教育发生了重大变化。虽然数字平台如今已成为学员学习不可或缺的一部分，但不断增长的内容量和可变的访问方式带来了挑战。在全球范围内，研究强调了策划数字学习的好处，但关于澳大利亚和新西兰放射学学员如何使用在线资源并将其与传统材料相结合的数据有限。本研究旨在评估RANZCR（澳大利亚和新西兰皇家放射学院）放射学学员的学习习惯，重点关注资源使用、教学模式的认知以及与RANZCR课程的参与。方法：对当前RANZCR学员进行横断面研究，数据通过匿名自愿在线问卷收集，通过学院官方沟通和重要教育活动分发给所有认可的RANZCR学员。调查问卷涵盖六个领域：人口统计、教科书使用、在线资源使用、面对面和远程教学以及对课程的态度。收集了定量和定性数据。采用SPSS和OpenEpi进行描述性统计和组间比较。对自由文本回复进行专题分析。结果：共回复145名学员，回复率22%。74%的人表示，他们一半以上的学习都是使用在线资源，而只有15%的人依赖教科书。成本是主要障碍，84%的学员受到订阅费的限制。基于案例的面对面教学一直被评为最有效的教学方法，尽管89%的学生也重视点播教学内容。定性分析显示，学习者重视在线学习的便利性，但对教学质量的可变性以及课程结构与考试相关性之间的感知脱节提出了担忧。结论：这项研究表明，澳大利亚和新西兰的放射学培训生明显转向在线学习，反映了更广泛的全球趋势。虽然数字资源因其可访问性和目标内容而受到青睐，但成本和内容过载仍然是主要障碍。需要更多的机构支持，对资源使用的结构化指导，以及改进RANZCR课程，以确保课程符合现代学习习惯和考试准备需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Medical Imaging and Radiation Oncology 医学-核医学

CiteScore

3.30

自引率

6.20%

发文量

133

审稿时长

6-12 weeks

期刊介绍： Journal of Medical Imaging and Radiation Oncology (formerly Australasian Radiology) is the official journal of The Royal Australian and New Zealand College of Radiologists, publishing articles of scientific excellence in radiology and radiation oncology. Manuscripts are judged on the basis of their contribution of original data and ideas or interpretation. All articles are peer reviewed.