Thematic Case Reviews

In these thematic reviews, the organisation and presentation of cases will be based on the latest educational research, including literature exploring the role of expertise in radiologic image interpretation; how to promote active learning in radiology trainees, and activities to simulate how experts through deliberate practice generate a holistic high-level representation of the image, which then fine-tunes the perception of potential lesions. These reviews will leverage on the large database of online published and unpublished (at the moment) "normal" and "abnormal" cases. Selected use of didactic instructional videos will be included.

Monday, 24 October 2016

Radiology Resident Tutorial on October 31st, 2016 from 0745hrs to 0830hrs, Internet Cafe, level 2 DDI, NUH

To attempt Case 4761 to 4770 on this blog. Each resident to email me your answers for each case (state likely diagnosis, and one sentence justification for each) before we start the interactive case discussion as a group from 0800am.

Why do we do case-based teaching? What is our instructional objective? 
 -To recognise key features of a clinical scenario or problem.
 -To undertake appropriate and effective management steps

Day to day work tip for resident (R4 on neuroradiology rotation) on December 20, 2016 @ 1000am.
-an indicator of how close you are to consultant level performance

-reflect on recent neuroradiology - clinical case conference
-notice neuroradiology and neurology consultants in the audience quickly reaching accurate impression of radiological findings after "one pass" scrolling through the image stack
-for your day to day reporting, make short note to yourself after "1st pass" review of CT or MRI images
-note down your 1st impression
-correlate this with your final report just before you send this for consultant approval
-compare this with the approved report
-how close are you consistently to the final approved report during your 1st pass review of the images?

Made with Padlet

Reflect on the well know aphorism "You see what you look for, you look for what you know"

Reflect on the name of the college we (clinical radiologists) belong to "Clinical Radiology"

Reflect on the phrase "clinical experience" - Clinical + Experience

We are 1st clinicians ... what would you look for in the given clinical setting? We (clinical radiologists) value add with a comprehensive, deep knowledge of, and ability to recognize a wide and full range of normal and abnormal structure and increasingly function using the full range of imaging modalities.
           Discussion and training tips shared with R3 resident on 14 December 2016 @ 1145am.

"Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples

Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning."

above from

Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.

What is the message from the "yellow curve" below?

"Time on task

It takes time to learn anything worthwhile. To accumulate knowledge and skills. To integrate this new learning, and be able to, and be confident applying this in the workplace, and real life settings.

This is the difference between undertaking a program of training, and formal courses, compared with short symposia and workshops, or an isolated lecture. Formal training programs gives students time, space, and a place to learn. On a regular basis. This promotes a cumulative increase in learning. Combining theoretical learning with practical case studies integrates basic principles with practice points, and promotes transfer of learning from the classroom to the real world. Online learning programs should include elements from traditional classroom practices which facilitate learning. This includes scheduled time to review the learning material, to work on applying what is learnt by working on assessments and assignments, individually and by learning collaboratively with peers; as well as provide opportunities for timely feedback from instructors."

above from
Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14.

Immediately/soon after the tutorial/before end of today

-review the answer for each case you have individually emailed me, and compare your answer with the "given" answer, and key findings

-consider merits of, and put in place a regular case-review strategy, ideally on a planned, thematic daily bases, both similar and contrasting examples, with sequential and side by side case comparison practice during the sessions (spend time closely reviewing case material, especially images and key findings in image descriptions/captions)

-for above, consider merits of/and recommend planning at the beginning of each week the thematic case reviews you will individually undertake each day, where you will accumulate/find material from (hardcopy and / or digital - online format/sources) and set up your schedule to make it easy to take action and do these reviews each day (to supplement, reinforce and complement, your opportunistic, daily, work related / case-based clinical exposure)

-keep focusing on your educational and learning purpose - to be able to recognize, and justify a radiological diagnosis quickly, accurately and with confidence; when faced with individual images (in isolation, or from an imaging stack), as well as being able to spot/identify and recognize abnormal and key images when you are scrolling through an imaging stack or series

Recommended further reading/systematic review:

Some possibilities for further subspecialty training:

European Board in Head and Neck Radiology Diploma
(It is useful to study the training and eligibility requirements - What does this inform you about the time, clinical exposure, practice and scholarly requirements for comprehensive training? What would you require to maintain a high level of clinical and academic performance in your ongoing professional practice, after your initial formal training? Reflect on what you would need to do, on a regular basis, to not only maintain, but steadily improve your capability, and ability to perform at not only a high, but ever increasing level.)


Books are the quietest and most constant of friends; they are the most accessible and wisest of counselors, and the most patient of teachers. ~Charles W. Eliot

A writer only begins a book, it is the reader who completes it; for the reader takes up where the writer left off as new thoughts stir within him. ~David Harris Russell (1906–1965), Children Learn to Read, 1949

The smallest bookstore still contains more ideas of worth than have been presented in the entire history of television. ~Andrew Ross

A book that is shut is but a block. ~Thomas Fuller

A single conversation across the table with a wise man is better than ten years mere study of books. Henry Wadsworth Longfellow

No comments:

Post a Comment

Note: only a member of this blog may post a comment.