Radiography students' perceptions of artificial intelligence in medical imaging.

INTRODUCTION: Education relating to Artificial Intelligence (AI) is becoming critical to developing contemporary radiographers. This study sought to investigate the perceptions of a sample of Australian radiography students regarding AI within the context of medical imaging. METHODS: Radiography students completed a cross-sectional online questionnaire which obtained quantitative and qualitative data relating to their perceptions and attitudes of AI within the radiographic context. Descriptive and inferential statistics were utilised, and thematic analysis was undertaken for open-text responses. RESULTS: Responses were gathered from twenty-five participants, in their second, third and fourth year of study. Most participants demonstrated a positive attitude towards AI. Most students view AI to be an assistive tool, though the cohort was less convinced AI would increase future employment in the industry. Females were more likely to disagree that AI will increase work opportunities for the radiographer (p = 0.021), as well as those in their final year of study (p = 0.011). Perceived benefits of AI related to improved work efficiency and image quality. Negative perceptions of AI involved reduced job security, and potential impact on patient care and safety. DISCUSSION: Students presented a multitude of positive and negative perceptions towards the role that AI may play in their future careers. Education pertaining to AI is central to transforming future clinical practice, and it is encouraging that undergraduate students are intrigued and willing to learn about AI in the radiographic context. CONCLUSION: This study offers insight into the current perspectives of Australian radiography students on AI within medical imaging, to assist in implementation of future AI-related education in the undergraduate setting.

Perceptions and attitudes of health science students relating to artificial intelligence (AI): A scoping review.

Background and Aims: The recent integration of artificial intelligence (AI) across education, research, and clinical healthcare has led to a growing interest in AI training for healthcare students. This scoping review seeks to delve into existing literature, aiming to evaluate the perceptions and attitudes, of health science students toward the implementation of AI in their field. Methods: This review followed the methodological guidance offered by Arksey and O'Malley and the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR). A systematic search was conducted in the databases Medline, Emcare, and Scopus. Studies using both quantitative and qualitative methodologies were eligible if they explored the perceptions or attitudes of health science students in relation to AI. Relevant data from eligible articles was extracted and analyzed using narrative synthesis. Results: Ten studies were included. Articles reported on the primary outcomes of perceptions (i.e., thoughts, ideas, satisfaction, etc.) and attitudes (i.e., beliefs, tendencies, etc.). Disciplines included nursing, diagnostic radiography, pharmacy, midwifery, occupational therapy, physiotherapy, and speech pathology were featured. Overall, students felt positively about the potential benefits AI would have on their future work. Students' interest and willingness to learn about AI was also favorable. Studies evaluating attitudes found positive correlations between attitudes toward AI, AI utilization, and intention to use AI. Negative perceptions related to threats of job security, and a lack of realism associated with AI software. Conclusion: Overall, evidence from this review indicates that health science students' worldwide hold positive perceptions toward AI. Educators should focus on instilling positive attitudes toward AI, given correlations between AI exposure and intention to adopt AI.

Resilience in allied health undergraduate education: a scoping review.

PURPOSE: Students of allied health disciplines deal with daily challenges. Without methods to mitigate stress, a decline in academic and clinical performance may result. This scoping review aims to examine the current evidence for the efficacy of interventions for enhancing resilience for allied health students. MATERIALS AND METHODS: Medline, Emcare and Cochrane Library were systematically searched for literature published until October 2022. The search included Quantitative studies which employed a pre-post or controlled study design to evaluate an intervention to improve resilience for university students in medical radiation, pharmacy, optometry, physiotherapy and podiatry. Screening and data extraction was conducted independently by two reviewers. Critical appraisal was conducted using Joanna Briggs Institute (JBI) critical appraisal tools. Seven studies were included. RESULTS: A range of resilience interventions were discovered in terms of the frequency and duration, method of implementation including didactic and online learning. Statistically significant findings were found in most controlled trials and pre-post studies. Interventions to enhance resilience are effective within allied health curriculum. CONCLUSIONS: The evidence that resilience can be significantly influenced by an intervention suggests that stakeholders should spend more time on designing and piloting interventions within their context. Future research should look to assess longer term and clinical related outcomes.

Universities and healthcare organizations consider resilience to be a critical capability of graduates in many allied health professions.There are positive benefits regarding the perceptions and knowledge of allied health students who participate in resilience training.Interventions should be designed to relate closely to an articulated understanding of resilience and utilize measurement tools which possess all forms of validity.

Teaching students to mentor: Near-peer mentoring in undergraduate medical radiation science education.

Mentoring is emphasised as a professional requirement by national bodies which administer the registration of new graduate medical radiation professionals. 'Near-peer' mentoring, where the mentor and mentee are similar in social or professional status, has the potential to develop necessary mentoring skills and attitudes in the undergraduate setting. This is in addition to the positive benefits experienced by the mentee, who is beginning to navigate the university environment. In this educational perspective, the concept and value of near-peer mentorship within undergraduate medical radiation curriculum is discussed. Based on the literature, recommendations and strategies are described for educators looking to implement near-peer mentoring programs within their universities or healthcare institutions.

Radiation dose to staff from scatter radiation in the post-anaesthetic recovery ward.

INTRODUCTION: Though recovery is a significant aspect of the post-surgical orthopaedic patient pathway, radiation dose from medical imaging to staff within the post-anaesthetic recovery unit, is not extensively researched. This study aimed to quantify the distribution of scatter radiation for common post-surgical orthopaedic examinations. METHODS: A Raysafe Xi survey meter was used to record scattered dose at various locations around an anthropomorphic phantom, with positions simulating the potential positions of nearby staff and patients. X-ray projections of the AP Pelvis, Lateral Hip, AP and lateral knee were simulated using a portable x-ray machine. Readings were tabulated and diagrams drawn representing the distribution of scatter measurements from each of the four procedures. RESULTS: Magnitude of dose was dependent on imaging parameters (ie. kVp and mAs), the area of body exposed (ie. hip or knee), and the type of projection (ie. AP or lateral). Knee exposures proved much lower than hip exposures at any distance from the radiation source. CONCLUSION: Maintaining a two-metre distance from the x-ray source was justified most profoundly by the hip exposures. Staff should have confidence that occupational limits will not be reached with adherence to the practices suggested. This study provides comprehensive diagrams and dose measurements with the aim of educating staff working around radiation.

Simulation-based education for medical radiation students: A scoping review.

Simulation-based education is a significant aspect of teaching clinical skills in tertiary medical radiation science programmes, allowing students to experience the clinical setting in a safe environment. As an educational tool, simulation exists in many valid forms including role play, interprofessional simulation and virtual reality simulation. This scoping review looks at the current literature in this field to identify the evidence surrounding simulation-based education for medical radiation students. The purpose of this review is to provide an evidence-based guide for educators, identify gaps in the literature and suggest areas of future research. Data extraction was performed on 33 articles where the interventions could be categorised into either role play simulation, virtual simulation, simulation videos or online learning environments. Most studies demonstrated that simulation could improve clinical competence and increase preparedness and confidence for clinical placement. Student satisfaction remained high throughout the studies; however, it is the view of many that although simulation-based education is a valid and effective tool, it is complementary to and not a replacement for clinical placement.

A scoping review of clinical practice guidelines for the diagnosis of primary spontaneous pneumothorax.

INTRODUCTION/BACKGROUND: Primary spontaneous pneumothorax (PSP) is characterised by the onset of pneumothorax with no evidence of trauma or associated co-morbidities. Several clinical practice guidelines (CPGs) have been published regarding the management of PSP. Inconsistency in imaging protocols across clinics globally may indicate variability in the recommendations within these guidelines. We aimed to support clinical decision making with an assessment of CPGs regarding PSP diagnosis. METHODS: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was utilised. A systematic search of databases Medline, Embase, and Scopus was conducted. Manual searches of the grey literature and guideline-focused databases was undertaken Inclusion criteria included English-language CPGs pertaining to the management of PSP. Publications were independently extracted and critically appraised by two reviewers using the AGREE-II tool. Recommendations were assessed and tabulated. RESULTS: Eight CPGs met the eligibility criteria. 16 recommendations were identified relating to assessment of medical history, physical examination, assessment of clinical stability, posterior-anterior chest X-ray (CXR) on held inspiration, computed tomography following inconclusive CXR, and ultrasound to complement other imaging modalities. CONCLUSION: There is universal agreement on the exclusion of expiratory and lateral images in the conventional radiographic series, suggesting that these clinical behaviours may be influenced by local preferences or inhibitors to knowledge translation. This scoping review has summarised the key recommendations of CPGs regarding PSP diagnosis and assessed the methodological quality of the current evidence-base.

The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and student satisfaction among undergraduate health science students: a scoping review.

PURPOSE: Cultural competence in healthcare assists in the delivery of culturally sensitive and high-quality services. This scoping review aims to provide an overview of the available evidence and to examine the effectiveness of classroom-based intervention strategies used to enhance the cultural competence of undergraduate health science students. METHODS: A comprehensive and systematic literature search was undertaken in databases, including Cochrane Library, Medline, and Emcare. Articles were eligible if they employed an experimental study design to assess classroom-based cultural competency education for university students across the health science disciplines. Two reviewers independently screened and extracted relevant data pertaining to study and participant characteristics using a charting table. The outcomes included knowledge, attitudes, skills, and perceived benefits. RESULTS: Ten studies were analysed. Diverse approaches to cultural education exist in terms of the mode, frequency, and duration of interventions. For the knowledge outcome, students who experienced cultural education interventions yielded higher post-test scores than their baseline cultural knowledge, but without a significant difference from the scores of students who did not receive interventions. Data relating to the skills domain demonstrated positive effects for students after experiencing interventions. Overall, students were satisfied with their experiences and demonstrated improvements in confidence and attitudes towards culturally competent practice. CONCLUSION: Across health science disciplines, cultural competency interventions were shown to be effective in enhancing knowledge acquisition, performance of skills, attitudes, and student satisfaction. Future research is necessary to address the significant absence of control arms in the current literature, and to assess long-term effects and patient-related outcomes.

A scoping review of randomised controlled trials to assess the value of gamification in the higher education of health science students.

INTRODUCTION: In today's ever-changing technological landscape, novel pedagogical methods are very attractive for medical radiation educators trying to enhance their students' educational experience. This scoping review aimed to assess the evidence regarding the value of gamification as part of health science undergraduate education, in comparison to conventional teaching curriculum. METHODS: A comprehensive systematic literature search was conducted in MEDLINE, EMC are and Cochrane databases. Articles were eligible if they were randomised controlled trials comparing the use of gamification for undergraduate health profession students, with conventional teaching methods. Outcomes included knowledge (ie., information acquisition), skills (ie., knowledge application) and perceived benefit. Screening, data extraction and critical appraisal was conducted by two reviewers independently. RESULTS: Eleven RCT studies were included (n = 997). Three of eight reporting studies discovered significant findings for knowledge acquisition scores favouring the intervention group. Varying results were demonstrated in the skills domain across six studies. Perceived benefits including student motivation and satisfaction levels demonstrated positive findings in all but one of six reporting studies. DISCUSSION: Educators should supplement methods with gamified learning rather than replace them, consider group-based gamification, and employ methods at irregular intervals. CONCLUSION: The findings of this review suggest that gamification may be advantageous for health science undergraduates. Gamification positively impacts student satisfaction and motivation, though its capacity to enhance students' knowledge acquisition and application necessitates further research.

Systematic review and meta-analysis of whole-body computed tomography compared to conventional radiological procedures of trauma patients.

PURPOSE: The superior diagnostic accuracy of CT makes it an attractive tool for initial trauma imaging. This meta-analysis aimed to assess the evidence regarding the value of whole-body CT (WBCT) as part of the primary survey, in comparison to conventional radiological procedures. METHODS: A comprehensive systematic search of the literature was conducted using keywords applied in Scopus, Cochrane and PubMed databases. Articles were eligible if they contained original data comparing the use of WBCT in the primary survey, with conventional radiological procedures. Outcomes included overall and 24 -h mortality, emergency department (ED) time, intensive care unit (ICU) and hospital length of stay (LOS), and multiple organ dysfunction syndrome/failure (MODS/MOF) incidence. Radiation dose, mechanical ventilation duration and cost were evaluated qualitatively. Analysis was performed with Covidence, MedCalc Version 19.1.3. and Meta-Essentials. RESULTS: Fourteen studies were included. Statistical pooling demonstrated comparable rates between conventional procedures and WBCT (OR = 0.854, CI = 0.715-1.021, p = 0.083) in 63,529 patients across 11 studies. A significant finding favouring WBCT was discovered for ED time (SMD = -0.709, CI -1.198 to -0.220, p = 0.004). Patients experienced similar 24 -h mortality rates (p = 0.450), MODS/MOF incidence (p = 0.274), and hospital (p = 0.541) and ICU LOS (p = 0.457). WBCT is associated with increased radiation dose and mechanical ventilation duration. CONCLUSION: This review demonstrates that WBCT markedly reduces time spent in ED. No significant differences in mortality rate are suggested. WBCT currently entails greater radiation dose and mechanical ventilation time. Further research is necessitated to address limitations of predominately retrospective observational data available.