Abstract
While there is increasing relevance of diagnostic and interventional radiology in clinical practice, there is insufficient focus on radiology education in preclinical years of the medical course. There is also a prevailing consensus amongst clinicians that the students are not sufficiently prepared for interpretation of radiological images in the clinics. While it is advocated that basic imaging topics should be included in preclinical learning, it is wise to hear what and how much to include from practicing clinicians who directly understand the demand for this knowledge. The objective of this qualitative study is to explore such clinicians' perspectives to build the foundation for an effective preclinical radiology education. Radiologists and non-radiology clinical consultants were interviewed on a one-to-one basis, focusing on their own preclinical learning experiences and foundational knowledge in radiology, pedagogical approaches, associated challenges, and thereby reflecting on future directions to build strong radiology foundation in preclinical years. The interview transcripts were analyzed with a ground-theory approach. Inductive thematic analysis was conducted linking common themes and subthemes. Inductive thematic analysis of the interview data from nine participants yielded five main themes. Results confirmed that radiology bolsters anatomical visualization suggesting a greater grasp of radiological knowledge is mandatory before transitioning to clinical practice. It was advised to develop interactive pedagogical approaches and self-directed learning to learn, to overcome the time limitation prevailing in the preclinical years. A focus should be placed on developing the fundamental understanding of radiology and its modalities yet ensuring the development of critical clinical reasoning ability. Active engagement via small group teaching and clinical content can foster long-lasting connections that will build a solid foundation for future clinical practice.