About this project
The problem we solve:
We are replacing insufficient methodology in Diagnostic Radiology education with a system of competency-based training using modern teaching theory and IT tools not previously available and are creating a curriculum that can be delivered anywhere anytime on a tablet.
About our solution:
There are 3 axes to the solution:
Simulation (WIDI Sim) – 65 cases including normal and abnormal imaging studies in particular clinical scenarios are delivered in a environment that simulates an 8 hour shift of a radiologist interpreting studies on behalf of emergency room doctors, specialists and others involved in acute care. Backend analytics then identify observational and interpretive errors that need to be remediated.
Curriculum delivery (WIDI Learn)-using advanced IT tools we can deliver on a tablet or computer and educational experience that will eliminate potential harm to patients by teaching a discipline for imaging interpretation, requiring judgment about how this fits into the care of the patient as well as the acuity of the situation.
Classroom Radtree-- is a computer-based classroom tool that allows in a tree and branch methodology the instructor to present material and evaluate immediate feedback of all trainees in the room so that the learning session can be modulated to assure movement toward competency in the particular problem at hand. This also includes backend analytics about the concepts being taught and the progress of students. Progress to date:
Simulation – we deliver the simulation on our own to 3 residency programs and then partnered with the American College of Radiology to expand the program to now about 30 programs. In that experience we have recently analyzed results of 250 resident encounters and have done analytics that proved this system identifies significant knowledge gaps us all programs that could cause harm to patients in the emergency medical/critical care setting.
Curriculum – we have partnered with the Toshiba Corporation and a Canadian web development company called Medversive to produce a novel means of delivery of curriculum targeted to eventually 600 – 800 competencies and critical care radiology that need to be mastered in order to ensure the delivery of optimal patient care in this environment and avoid the obvious knowledge gaps that we discovered. This is currently in a early beta version online at widionline.com for feedback but the full functional version will be available within 6 – 8 weeks with a target to complete the entire critical care curriculum in 18 – 24 months.
Classroom – this tool is virtually fully development and has been deployed in graduate medical education teaching sessions and is being integrated with our other 2 methodologies to create a" round-trip" in competency-based training in the mode of "flipping the classroom" popularized by several groups involved in modernization of education in general
About Our Team
Dr. Anthony Mancuso, MD
Radiology , Practicing Physician
University of Miami Bio:
I have been the Chairman of the Department of Radiology at the University of Florida College of Medicine for 16 years. I've been at the college for 33 years previously as the clinical developer of the MRI program here and then Associate Chairman for Research. I'm also the president of the physician group practice at the UF College of Medicine.
I have an almost 40 year distinguished career as a still practicing neuroradiologist and acknowledged international expert in the area of Head and Neck Radiology. In that regard, I have over 180 peer-reviewed published articles and several major textbooks.
At this stage in my career I turned my attention to innovative teaching methods in radiology having recognize the shortcomings of how radiology is taught to vote medical students and residents during my entire career. My current focus is the development of systems that assure competency-based training in radiology becomes the norm. In pursuit of this the last 7 – 8 years we have independently developed a methodology in radiology education to deliver a competency evaluation using simulation methodology that is one of the axes of the program being submitted. This is now currently delivered to about 20 radiology programs in the United States and is an acknowledged success in that it has uncovered very significant gaps in the essential knowledge in the domain of critical care radiology. I have personally developed a novel system for curriculum development to remediate these knowledge gaps that is now ready for deployment. As chairman. I have also nurtured the development of in classroom modern teaching tools that engage student rather than teach passively.
UF Health Hospital Affiliation:
UF Health Shands Hospital
Professor and Chairman- Dept Radiology UF college of Medicine
About Team Members
Associate Professor of Radiology, MD
Dr. Lanier is been in the Department of Radiology at the UF College of Medicine for about 30 years. Dr. Lanier established herself as a leader in novel approaches using then new IT methodology for teaching anatomy and the domain of radiology to medical students. As an outgrowth of that she consulted in the private sector for several years popularizing this then new approach to medical education in the early 1990's. Dr. Lanier is now the primary architect of the simulation testing methodology developed by our department as a joint venture with the American College of Radiology. Christopher Sistrom
Associate Professor of Radiology, MD Phd
Dr. Sistrom has received a PhD in Health Services Administration at the University of Florida. He has over 20 years experience in this field. He works as a consultant for CMS in the evaluation of imaging utilization throughout the United States by way of his affiliation with Brandeis University. He divides his time between his duties at UF College of Medicine and Harvard University/MGH where he analyzes methodology used to modulate physician imaging ordering practices. Is the primary architect of the American College of Radiology imaging appropriateness criteria and a primary consultant to ACR Select. His contributions to our methodology in competency-based training have been in the area of identifying specific competencies and developing grading methodology and backend analytics outcomes