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Competencies and Experiential Requirements in Radiology Training

  • Shih-chang Wang
Chapter

Abstract

Measuring competency in radiology trainees is not a new activity. All training programs make some attempt to assess competency through written supervisor evaluations, and many programs use some form of examination. However, many aspects of being a radiologist are not being assessed by these approaches. Furthermore, such assessments say nothing about practical clinical imaging experience gained while working and learning during the training program.

The top-down approach to designing new training programs and curricula in some countries has led to a marked shift in emphasis towards workplace-based assessments, mandatory experiential minimum requirements, and attempts to develop a holistic, structured, and complete evaluation of trainees across a range of competencies. The CanMEDS framework of medical and non-medical expert roles has been extraordinarily influential in this arena.

This chapter discusses the types of competencies that radiologists should acquire in training, and the approaches taken by the Australia–New Zealand, Dutch, and US national training systems to try to assess and evaluate trainees.

Keywords

National Curriculum Procedural Skill Experiential Requirement National Training Certification Examination 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  1. 1.Department of Radiology, Discipline of Medical Imaging, Sydney Medical SchoolUniversity of Sydney, Westmead HospitalWestmeadAustralia
  2. 2.Faculty of RadiodiagnosisRoyal Australian and New Zealand College of RadiologistsSydneyAustralia

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