Our School of Medicine had to adapt to a difficult situation with the COVID-19 pandemic. However, UNC Radiology has always been adaptable, and we were able to both support our other services during this difficult time and to continue innovating and educating. Our imaging sessions on Medical Management of COVID-19 were used throughout the year and accepted by the American Association of American Medical Colleges (AAMC) iCollaborative.
Clerkships were suspended in March and April 2020, and students returned in May to a mix of virtual and onsite learning. For general radiology (RADY 401), classes started off with a virtual version of the well-known and well-loved lecture symposia, followed by a series of virtual “Radiology Rounds” lectures each day. Students read detailed “lecture of the day” chapters tailored to each topic, with Cornell’s “Game of Unknowns” and other computerized resources reinforcing the information. Other faculty participated in virtual journal clubs, a series of lectures by Dr. Grigg on literature searches, and a regular neuroradiology radiology-pathology conference given by our own Dr. Diane Armao.
For the neuroradiology (RADY 404) course, students were assigned unknown teaching file cases. They were expected to preview cases on their own and subsequently review them with the course director during regularly scheduled online review sessions twice a week. Mixtures of virtual and in-person courses continued in pediatric radiology (RADY 403) as well, with student pre-interns assisting in Breast Imaging (RADY 413).
Students continued to perform well, showing their capacity for independent learning and adaptation to the virtual environment; student performance on in-course midterms and finals was similar to or greater than performance in equivalent courses in the prior academic year.
Students attending onsite courses also played important roles in collaborative care, participating in caregiver support, assisting UNC Medical Center’s Infection Control, accompanying paramedics to homes of COVID-19+ patients and making face shields.
Students described enjoying modules and didactics, such as the two cases at 2 PM ( “2 at 2”) in Pediatric Imaging, teaching file sessions in Neuroradiology, and the ability to do hands-on activities like ultrasounds and procedures in Breast Imaging. They also enjoyed the ability to tailor their experience, such as focusing on brain or spine imaging in Neuroradiology. They appreciated the diversity of pathology in Cardiothoracic Imaging, and complimented the teaching in IR. The variety of projects in Investigative Radiology kept the coursework interesting to students in a year that compromised optimum engagement in course curriculum.
Visit UNC Radiology’s medical student education website and our Medical Students webpages.