A Virtual Multi-institution Pediatric Radiology Peer Teaching Conference Improves Knowledge of Educators

• Published in: Current problems in diagnostic radiology 2024-08
• Main Authors: Tung, Eric L., Shailam, Randheer, Tung, Matthew G., Barton, Katherine
• Format: Article
• Language: English
• Subjects: Education; Pediatric radiology; Peer teaching; Residency
• ISSN: 0363-0188; 1535-6302; 1535-6302
• DOI: 10.1067/j.cpradiol.2024.07.017

•Peer-led medical education benefits educators and learners.•Technology facilitates long-distance multi-institution educational collaboration.•Radiology learners perceive peer teaching activities as educational and helpful.•Peer teaching in radiology education improved short-term knowledge of educators. Medical education led by peers and near-peers has been shown to benefit both teachers and learners and can be successfully incorporated into radiology education. The authors created a virtual, multi-institution pediatric radiology conference employing peer and near-peer teaching with the goals of improving radiology knowledge and enhancing the educational experience of radiology trainees. Two radiology residency programs implemented a common pediatric radiology curriculum and joint quarterly virtual peer teaching conference. Conferences featured short teaching sessions led by six to ten radiology trainees and were facilitated by attending pediatric radiologists. Knowledge assessments (KA) consisting of multiple-choice questions inspired by conference learning objectives were sent to peer educators before the conference (pre-conference), directly after the conference (immediate post-conference), and three months after the conference (delayed post-conference). Surveys were distributed to peer educators immediately after conferences to assess conference reception and solicit feedback. Quantitative data was analyzed using ANOVA, Kruskal-Wallis test, and post-hoc Tukey HSD test. Four conferences featured 33 peer educators consisting primarily of first-year (60.6 %), second-year (18.2 %), and third-year (15.2 %) radiology residents. Compared to pre-conference scores, immediate post-conference scores were significantly increased (HSD 13, p = 0.02) and delayed post-conference scores were increased without statistical significance (HSD 5.8, p = 0.29). Almost all survey respondents perceived the conferences as helpful, well-organized, and effective in teaching pediatric radiology. A majority of participants expressed interest in participating in future peer teaching radiology conferences. A virtual pediatric radiology peer and near-peer teaching conference held between two radiology residencies improved short-term radiology knowledge of educators and was highly received.