Kathryn M. Hibbert – författare

This is a book about scholarship in the broadest sense. The writing of this book has shown how through scholarship we can bring together academics, practitioners, scientists, radio logists, and administrators from around the world to begin the kinds of conversations that promise to move us to a new way of thinking about and enacting radiology education. Over the past century, we have witnessed tremendous change in biomedical science and the scope of this change has demanded new approaches to medical education. The most significant of the changes in medical education has been a fundamental paradigm shift from a teacher-centered approach to a student-centered approach. This shift, c- bined with the explosion of knowledge, has pressed medical schools to undertake major curricular and institutional reform. At the same time, progress in medical education research methods has led to innovative approaches to support the improvement of learning methods and evaluation. Over the past several years there has also been a shift toward thinking about and planning for medical education beyond the undergraduate level to include postgraduate and continuing medical education, but also to consider learning within the professional environment and the development of professional continuous education. Viewing medical education as a continuum that spans from the first year of medical school until retirement introduces new ways to conceptualize the teaching and learning needs that address lifelong learning demands that extend over 30 or 40 years.

This is a book about scholarship in the broadest sense. The writing of this book has shown how through scholarship we can bring together academics, practitioners, scientists, radio logists, and administrators from around the world to begin the kinds of conversations that promise to move us to a new way of thinking about and enacting radiology education. Over the past century, we have witnessed tremendous change in biomedical science and the scope of this change has demanded new approaches to medical education. The most significant of the changes in medical education has been a fundamental paradigm shift from a teacher-centered approach to a student-centered approach. This shift, c- bined with the explosion of knowledge, has pressed medical schools to undertake major curricular and institutional reform. At the same time, progress in medical education research methods has led to innovative approaches to support the improvement of learning methods and evaluation. Over the past several years there has also been a shift toward thinking about and planning for medical education beyond the undergraduate level to include postgraduate and continuing medical education, but also to consider learning within the professional environment and the development of professional continuous education. Viewing medical education as a continuum that spans from the first year of medical school until retirement introduces new ways to conceptualize the teaching and learning needs that address lifelong learning demands that extend over 30 or 40 years.

The practice of radiology education: challenges and trends will provide truly helpful gu- ance for those of you involved in teaching and training in radiology. The goal of this book is ultimately to improve patient care. As a companion piece to the first book radiology education: the scholarship of teaching and learning, this book focuses on applying the concepts at a practical level that can be applied flexibly within educational programs for radiology residents and fellows in any medical imaging learning environment. This book focuses on the application of scholarship in terms of the “dissemination of useful, testable and reproducible information to others. ” It links educational theory with practice and for those of you who wish to explore educational practice further, a number of chapters s- gest additional readings and resources. The publication is timely and congruent with one of the most important twenty-first century trends in medical education: the move from amateurism to professionalism in teaching. In the past, medical schools and other health professions’ training institutions have been criticized for their resistance to the adoption of the science of medical edu- tion. Very few of us learned how to teach as medical students and most of us have our teaching responsibilities thrust on us with little preparation. The award of a basic medical degree was assumed to carry with it basic teaching expertise, unfortunately an unw- ranted assumption in some cases.

This is a book about scholarship in the broadest sense. The writing of this book has shown how through scholarship we can bring together academics, practitioners, scientists, radio logists, and administrators from around the world to begin the kinds of conversations that promise to move us to a new way of thinking about and enacting radiology education. Over the past century, we have witnessed tremendous change in biomedical science and the scope of this change has demanded new approaches to medical education. The most significant of the changes in medical education has been a fundamental paradigm shift from a teacher-centered approach to a student-centered approach. This shift, c- bined with the explosion of knowledge, has pressed medical schools to undertake major curricular and institutional reform. At the same time, progress in medical education research methods has led to innovative approaches to support the improvement of learning methods and evaluation. Over the past several years there has also been a shift toward thinking about and planning for medical education beyond the undergraduate level to include postgraduate and continuing medical education, but also to consider learning within the professional environment and the development of professional continuous education. Viewing medical education as a continuum that spans from the first year of medical school until retirement introduces new ways to conceptualize the teaching and learning needs that address lifelong learning demands that extend over 30 or 40 years.

This book reviews the philosophies, theories, and principles that underpin assessment and evaluation in radiology education, highlighting emerging practices and work done in the field. The sometimes conflicting assessment and evaluation needs of accreditation bodies, academic programs, trainees, and patients are carefully considered. The final section of the book examines assessment and evaluation in practice, through the development of rich case studies reflecting the implementation of a variety of approaches. This is the third book in a trilogy devoted to radiology education. The previous two books focused on the culture and the learning organizations in which our future radiologists are educated and on the application of educational principles in the education of radiologists. Here, the trilogy comes full circle: attending to the assessment and evaluation of the education of its members has much to offer back to the learning of the organization.