About: Quantifying impact of disruption to radiology education during the COVID-19 pandemic and implications for future training

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An Entity of Type : schema:ScholarlyArticle, within Data Space : covidontheweb.inria.fr associated with source document(s)

Attributes	Values
type	Academic Article research paper schema:ScholarlyArticle
isDefinedBy	Covid-on-the-Web dataset
has title	Quantifying impact of disruption to radiology education during the COVID-19 pandemic and implications for future training
Creator	Gaviola, Glenn Bay, Camden Dabiri, Borna Desimone, Ariadne Guenette, Jeffrey Miskin, Nityanand Phd, Camden Schaefer, Peter Shi, Junzi
Source	Elsevier; PMC
abstract	PURPOSE: : The aim of this study was to assess the impact on radiology resident education due to the COVID-19 pandemic in order to inform future educational planning. METHODS: : During a 10-week study period from March 16 to May 22, 2020, changes to educational block-weeks (BW) of first through fourth year residents (R1-4) were documented as disrupted in the setting of the COVID-19 pandemic. The first five weeks and the second five weeks were evaluated separately for temporal differences. Overall and mean disrupted block-weeks per resident were documented. Wilcoxon rank-sum tests were used to assess pairwise differences between classes with Bonferroni-adjusted p-values, as well as differences in the early versus later phase of the pandemic. RESULTS: : Of 373 BW, 56.6% were assigned to virtual curriculum, 39.4% radiology clinical duties, 2.9% illness, and 1.1% reassignment. Scheduling intervention affected 6.2 ± 2.3 (range 1-10) mean BW per resident over the 10-week study period. The R3 class experienced the largest disruption, greater than the R2 classes, and statistically significantly more than the R1 and R4 classes (both p < 0.05). The second half of the pandemic caused statistically significantly more schedule disruptions than the first half (p = 0.009). DISCUSSION: : The impact of COVID-19 pandemic varied by residency class year, with the largest disruption of the R3 class and the least disruption of the R4 class. To optimize future educational opportunities, shifting to a competency-based education paradigm may help to achieve proficiency without extending the length of the training program.
has issue date	2020-08-26(xsd:dateTime)
bibo:doi	10.1067/j.cpradiol.2020.07.008
has license	no-cc
sha1sum (hex)	3c59ab55266d7a47a5c3b2636e061464cf5cd127
schema:url	https://doi.org/10.1067/j.cpradiol.2020.07.008
resource representing a document's title	Quantifying impact of disruption to radiology education during the COVID-19 pandemic and implications for future training
has PubMed Central identifier	PMC7448952
schema:publication	Curr Probl Diagn Radiol
resource representing a document's body	covid:3c59ab55266d7a47a5c3b2636e061464cf5cd127#body_text
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