Journal of the American College of Radiology : JACR · 2026
Educational Impact of Hybrid and Remote Work: Attending and Trainee Perspectives on Preparing the Next Generation of Radiologists.
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Shiang Tina, Thai Edwin, Smith Stacy E, Chang Connie Y
Аннотация
PURPOSE: To evaluate attending and trainee perspectives of hybrid and work from home (HYB-WFH) practice models and their implications for radiology education and preparedness for contemporary practice.
METHODS: A voluntary, anonymous 38-question electronic survey was distributed to musculoskeletal (MSK) attending radiologists and fellows, and radiology residents, through the Society of Skeletal Radiology (SSR). Descriptive statistics summarized respondent characteristics. Chi-square test compared attending and trainee responses. Thematic analysis identified recurring educational perspectives from free-text responses.
RESULTS: Most trainees (93%) supported HYB-WFH practice models, citing improved work-life balance, and no trainee preferred a fully in-person practice model. Most readouts remained in-person, although nearly all trainees reported experience with virtual readouts, and perceptions of virtual readouts were mixed. Trainees were more likely than attendings to report receiving formal preparation regarding HYB-WFH practice during training (68% vs 37%, p=0.0005) yet were significantly less likely to report feeling prepared for HYB-WFH practice (61% vs 83%, p=0.002). Nearly one-quarter of trainees (23%) indicated they would benefit from additional education, specifically regarding remote workflows and practical aspects of HYB-WFH practice. Thematic analysis identified that successful remote teaching requires intentional educational design for virtual readout and active engagement from faculty and trainees, while preserving opportunities for in-person mentorship, professional relationship-building, and learning to function as consultant physicians.
CONCLUSIONS: As HYB-WFH practice models become increasingly integrated into radiology practice, training programs should deliberately prepare trainees for contemporary practice by incorporating education on remote workflows, virtual readouts, and strategies for building professional relationships.
METHODS: A voluntary, anonymous 38-question electronic survey was distributed to musculoskeletal (MSK) attending radiologists and fellows, and radiology residents, through the Society of Skeletal Radiology (SSR). Descriptive statistics summarized respondent characteristics. Chi-square test compared attending and trainee responses. Thematic analysis identified recurring educational perspectives from free-text responses.
RESULTS: Most trainees (93%) supported HYB-WFH practice models, citing improved work-life balance, and no trainee preferred a fully in-person practice model. Most readouts remained in-person, although nearly all trainees reported experience with virtual readouts, and perceptions of virtual readouts were mixed. Trainees were more likely than attendings to report receiving formal preparation regarding HYB-WFH practice during training (68% vs 37%, p=0.0005) yet were significantly less likely to report feeling prepared for HYB-WFH practice (61% vs 83%, p=0.002). Nearly one-quarter of trainees (23%) indicated they would benefit from additional education, specifically regarding remote workflows and practical aspects of HYB-WFH practice. Thematic analysis identified that successful remote teaching requires intentional educational design for virtual readout and active engagement from faculty and trainees, while preserving opportunities for in-person mentorship, professional relationship-building, and learning to function as consultant physicians.
CONCLUSIONS: As HYB-WFH practice models become increasingly integrated into radiology practice, training programs should deliberately prepare trainees for contemporary practice by incorporating education on remote workflows, virtual readouts, and strategies for building professional relationships.