Academic radiology · 2026
"Structured Scaffolding for Early Oral Reasoning: A Modern Team-Based Training Model for Radiology Residents".
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Ritchie Brandon, Summerville Lesley, Kuo Daniel, Saadah Malaak, Faraji Navid
Аннотация
RATIONALE: In 2023, the American Board of Radiology (ABR) announced the reinstatement of the oral certifying examination after more than a decade of exclusive reliance on a computer-based multiple-choice certifying examination. As residency programs adapt to this transition, educational approaches are needed to intentionally develop oral reasoning skills early in training. We developed a longitudinal, team-based educational framework that applies principles of cognitive scaffolding to early oral board skill development.
METHODS: A prospective educational innovation was implemented over 12 months for 20 first- and second-year diagnostic radiology residents. Faculty-facilitated oral board-style case discussions were organized around six sequential cognitive domains. Learner-reported outcomes were assessed using anonymous pre- and post-intervention surveys.
RESULTS: Survey response rates were 90% (18/20) pre-intervention and 85% (17/20) post-intervention. Significant improvements were observed across all eight matched learner-reported domains (all p < 0.05). Mean knowledge of oral case presentation increased from 3.06 ± 0.94 to 4.19 ± 0.40, while comfort with oral case presentation improved from 2.39 ± 0.98 to 3.56 ± 0.96 on a five-point Likert scale. Participants also reported favorable perceptions of the team-based format, structured reasoning framework, and educational value of the curriculum.
CONCLUSION: A structured, longitudinal, team-based educational framework was associated with improvements in learner-reported oral reasoning skills and perceived preparedness for oral board-style case interpretation. By combining cognitive scaffolding, deliberate practice, and a collaborative, psychologically safe learning environment, the framework provides a reproducible approach for integrating oral reasoning instruction into residency curricula.
METHODS: A prospective educational innovation was implemented over 12 months for 20 first- and second-year diagnostic radiology residents. Faculty-facilitated oral board-style case discussions were organized around six sequential cognitive domains. Learner-reported outcomes were assessed using anonymous pre- and post-intervention surveys.
RESULTS: Survey response rates were 90% (18/20) pre-intervention and 85% (17/20) post-intervention. Significant improvements were observed across all eight matched learner-reported domains (all p < 0.05). Mean knowledge of oral case presentation increased from 3.06 ± 0.94 to 4.19 ± 0.40, while comfort with oral case presentation improved from 2.39 ± 0.98 to 3.56 ± 0.96 on a five-point Likert scale. Participants also reported favorable perceptions of the team-based format, structured reasoning framework, and educational value of the curriculum.
CONCLUSION: A structured, longitudinal, team-based educational framework was associated with improvements in learner-reported oral reasoning skills and perceived preparedness for oral board-style case interpretation. By combining cognitive scaffolding, deliberate practice, and a collaborative, psychologically safe learning environment, the framework provides a reproducible approach for integrating oral reasoning instruction into residency curricula.