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ORIGINAL ARTICLE
Year : 2018  |  Volume : 4  |  Issue : 1  |  Page : 50-55

Procedural competency training during diagnostic radiology residency: Time to go beyond “See one, do one, teach one”!


1 Department of Medicine, University of Kentucky; Department of Diagnostic Radiology, Lexington, KY 40506, USA
2 Department of Medicine, University of Kentucky, Lexington, KY 40506, USA
3 Department of Diagnostic Radiology, University of Kentucky; Department of Otolaryngology-Head and Neck Surgery, Lexington, KY 40506, USA

Correspondence Address:
Dr. Driss Raissi
Department of Diagnostic Radiology, College of Medicine, University of Kentucky, HX-319D, 800 Rose Street, Lexington 40506, KY
USA
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/IJAM.IJAM_70_17

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Objectives: Achieving procedural competency during diagnostic radiology residency can impact the radiologist's future independent practice after graduation, especially in a private practice setting. However, standardized procedure competency training within most radiology residency programs is lacking, and overall procedural skills are still mainly acquired by the traditional “see one, do one, teach one” methodology. We report the development of a simple standardized procedural training protocol that can easily be adopted by residency programs currently lacking any form of structured procedural training. Materials and Methods: An ad hoc resident procedural competency committee was created in our radiology residency program. A procedural certification protocol was developed by the committee which was composed of attending radiologists from the involved divisions and two chief residents. A road map to achieve procedural competency certification status was finalized. The protocol was then implemented through online commercial software. Results: Our procedural certification protocol took effect in September 2014. We reviewed all resident records from September 2014 to December 2016. Eighteen residents of various levels of training participated in our training protocol. About 72% became certified in paracentesis, 11% in thoracentesis, 83% in feeding tube placement, 55% in lumbar puncture/myelogram, and 77% in tunneled catheter removal. Conclusions: Our single-center experience demonstrates that a simple to adopt structured approach to procedural competency training is feasible and effective. Our “certified” radiology residents were deemed capable of performing those procedures under indirect supervision. The following core competencies are addressed in this article: Patient care, Medical knowledge, and Systems-based practice.


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