Combining RRM with Multiple Perspectives: Practical Training in Radiology – by the Example of CT and MRI Rotations

Abstract

Medical students’ practical training in radiology (PTR) takes place in clinical practice and patient management. This article proposes an approach to enhance PTR by combining the Radiology Rotation-Model-22 (RRM) with the modified didactic principle of Multiple Perspectives (MP) from Schüßler’s Assisted Learning, adapted for medical education. From an adult education perspective, medical students are considered adult learners with an interest in radiological imaging. The combined approach was implemented in the computed tomography and magnetic resonance imaging departments of a teaching hospital. It promotes six didactic components: expertise, practice, reflection, interaction, responsibility, and collaboration by strengthening student engagement and practical skills in PTR. Students’ engagement and reflection in radiology practice are fostered through rotations and multi-perspective observation by using the RRM-pocket card. They actively participate in radiological tasks and assignments, and collaborate in clinical work. Given time constraints in clinical routine, effective training needs a flexible didactic framework.