This is a book about scholarship in the broadest sense. The writing of this book has shown how through scholarship we can bring together academics, practitioners, scientists, radio logists, and administrators from around the world to begin the kinds of conversations that promise to move us to a new way of thinking about and enacting radiology education. Over the past century, we have witnessed tremendous change in biomedical science and the scope of this change has demanded new approaches to medical education. The most significant of the changes in medical education has been a fundamental paradigm shift from a teacher-centered approach to a student-centered approach. This shift, c- bined with the explosion of knowledge, has pressed medical schools to undertake major curricular and institutional reform. At the same time, progress in medical education research methods has led to innovative approaches to support the improvement of learning methods and evaluation. Over the past several years there has also been a shift toward thinking about and planning for medical education beyond the undergraduate level to include postgraduate and continuing medical education, but also to consider learning within the professional environment and the development of professional continuous education. Viewing medical education as a continuum that spans from the first year of medical school until retirement introduces new ways to conceptualize the teaching and learning needs that address lifelong learning demands that extend over 30 or 40 years.

1;Foreword;5<br />2;Acknowledgements;8<br />3;Contents;10<br />4;List of Contributors;20<br />5;Introduction Transforming Radiology Education Through Scholarship;24<br />6;Education for Non-Educators;26<br />6.1;The Genesis and Application of Radiology Education: Mind the Gap;27<br />6.2;Scholarship in Radiology Education;35<br />6.3;Today s Radiology Student: What Every Radiology Training Program Director Needs to Know;47<br />6.4;Teaching and Learning: Defining the Scholarship of Teaching;61<br />6.5;Interdisciplinary Learning: A Stimulant for Reflective Practice;72<br />6.6;Feedback in Radiologic Education;83<br />6.7;The Role of Mentoring in Professional Education;91<br />6.8;Radiological and Biomedical Knowledge Integration: The Ontological Way;107<br />7;Educational Insights From Practitioners;125<br />7.1;Educational Insights About Professional Ethics in Radiology;126<br />7.2;Learning in Practice: New Approaches to Professional Development for Radiologists;142<br />7.3;Acquiring Competencies in Radiology: The CanMEDS Model;154<br />7.4;Technologies for Teaching: Exploring the Use of PACS, Databases, and Teaching Files;164<br />7.5;Portable Imaging Systems for Interactive Teaching of Radiography, Computed Tomography and Ultrasound Imaging Principles;170<br />7.6;Medical Education Research: Challenges and Opportunities in the Scholarship of Discovery;188<br />7.7;Developing a Radiology Curriculum for a New Medical School in Singapore;205<br />7.8;Leadership in Radiology Education;215<br />7.9;The Business of Radiology Education Scholarship;219<br />8;Radiology Education Global Outreach;228<br />8.1;Radiology Education in Southeast Asia: Current Status and Pedagogical Challenges;229<br />8.2;Training of Ultrasound Doctors and Educational Reform in West China Hospital of Sichuan University, China;249<br />8.3;Teaching Radiology at the Angkor Hospital for Children in Siem Reap, Cambodia;259<br />8.4;Teaching Radiology in Latin America: Images from Peru;264<br />8.5;Using the World Wide Web to Develop Competencies Around the Globe;273<br />8.6;The Role of a Learned Society in the Promotion and Dissemination of Knowledge;286<br />8.7;Radiology Education in the Faculty of Medicine at Cairo University ( Kasr Al- Ainy Hospital);295<br />9;Index;307