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OBJECTIVES: This study aimed to evaluate the impact of 3D-printed mannequins on the training of predoctoral students. METHODS: Two 3D-printed training models were developed: a traditional model that simulates a sound adult patient and a customized model with pathological and physiological changes (impacted third molar and edentulous region). Students accomplished their pre-clinical training divided into a control group (CG, n = 23), which had access to the traditional model, and a test group (TG, n = 20), which had access to both models. Afterward, they performed a full mouth series on patients and filled out a perception questionnaire. Radiographs were evaluated for technical parameters. Descriptive statistics and the Mann-Whitney test were used to compare the groups. RESULTS: Students provided positive feedback regarding the use of 3D printing. The TG reported a more realistic training experience than the CG (P = .037). Both groups demonstrated good clinical performance (CG = 7.41; TG = 7.52), and no significant differences were observed between them. CONCLUSIONS: 3D printing is an option for producing simulators for pre-clinical training in Oral Radiology, reducing student stress and increasing confidence during clinical care.

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RATIONALE AND OBJECTIVES: Although PBL is widely used in several countries, especially in medicine courses, its application in teaching other higher education courses, which involve fundamentals applied to radiology, is still little explored. Therefore, we aim to evaluate the implementation of Problem-Based Learning (PBL) in a higher education institution's radiology and biomedicine technologist course, focusing on specific radiology-related disciplines. MATERIALS AND METHODS: An interventional study was developed with 78 students. An active methodology model was created and implemented for one of the groups of participants. At the beginning of each semester, students of both groups were evaluated with pre-tests. At the end of the semesters, the students performed a post-test and a validated evaluation of the discipline methodology. Repeated measures generalized linear regressive models with robust error estimators were used to evaluate test outcomes. RESULTS: A significant interaction among the methodologies was found (p=0.020), with better results from students exposed to the active methodology (initial and final grades were 7.18 and 7.57 in the active methodology, respectively, and 7.45 and 6.89 in the traditional methodology, respectively). In addition, students' evaluation regarding the quality of the methodology was favorable to the active methodology with statistical significance (p<0.05) in 16 of the 22 items evaluated. CONCLUSIONS: The students' positive response and performance were attributed to the interaction and innovation of the methodology compared to conventional methods, highlighting the effectiveness of PBL in higher education in radiology and its potential for more participatory and contextualized learning.

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La Dra. Raquel Pérez González, más conocida entre colegas, alumnos y compañeros de trabajo por "la profe Raquel", obtuvo el título de Medicina en el año 1976. Comenzó por vía directa la residencia de Radiología y obtuvo el título de especialista de primer grado en 1979. Se convirtió así, el Hospital Militar Central "Dr. Carlos J. Finlay", en la cuna de su formación profesional y en años posteriores, en la casa que la vio crecer, especialmente como maestra de numerosas generaciones de radiólogos e imagenólogos. Hoy reposan en el jardín del Departamento de Imagenología, parte de sus cenizas, custodiadas por el amor que fue capaz de cultivar. En el 2016, una paciente femenina de 60 años de edad, acudió a la consulta de gastroenterología, con dolor abdominal difuso. La radiografía de abdomen simple, anteroposterior, en posición acostado mostró, una imagen en "muela de cangrejo", visible al tomar el aire dentro del hemicolon transverso izquierdo, como contraste, el cual bordea por ese lado parcialmente, una opacidad de partes blandas, que se extiende desde el mesogastrio, hasta la fosa ilíaca derecha, donde se observa el signo del menisco. Los estudios de imágenes realizados, evidenciaron signos radiológicos típicos de invaginación por causa tumoral maligna. En varias ocasiones, la profesora Raquel utilizó la imagen de este caso, como pregunta en exámenes de promoción de residentes. La publicación de este caso constituye un homenaje a quien será siempre un paradigma de docente.

Dr. Raquel Pérez González, better known among colleagues, students and co-workers as "professor Raquel", obtained her degree in Medicine in 1976. She began her Radiology residency directly and obtained the title of first-class specialist degree in 1979. Thus, the Central Military Hospital "Dr. Carlos J. Finlay" is the cradle of her professional training and in later years, in her home where she saw her grow up, especially as a teacher to numerous generations of radiologists and imaging scientists. Today, part of her ashes rest in the garden of the Imaging Department, guarded by the love that she was able to cultivate. In 2016, a 60-year-old female patient attended the gastroenterology clinic with diffuse abdominal pain. The simple, anteroposterior abdominal x-ray, in the lying position, showed a "crab claw" image, visible when breathing into the left transverse hemicolon, as contrast, which partially borders on that side, a soft tissue opacity, which extends from the mesogastrium to the right iliac fossa, where the meniscus sign is observed. The imaging studies performed showed typical radiological signs of invagination due to malignant tumor. On several occasions, Professor Raquel used the image of this case as a question in resident promotion exams. The publication of this case constitutes a tribute to someone who will always be a paradigm of a teacher.

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OBJECTIVE: This study aimed to assess diagnostic radiology training and exposure during medical school, from the perspective of medical students in Brazil. METHODS: In this multicenter study approved by the Institutional Review Board, medical students from multiple universities in Brazil filled out an online questionnaire regarding their perception about diagnostic radiology training during medical school, including knowledge and use of the American College of Radiology Appropriateness Criteria and their confidence level in interpreting common radiological findings. Medical students from different regions of Brazil were sent invitations to participate in the anonymous survey through radiology group emails initiated by radiology professors and a group of ambassadors representing different institutions. Informed consent was obtained electronically at the beginning of the survey. RESULTS: The survey demonstrated diagnostic radiology is frequently included in preclinical exams; however, radiology training during medical school was considered inadequate from the medical students´ perspective. Overall, radiological imaging teaching was provided by radiologists for more than half of the survey respondents; however, radiological imaging is frequently shown to students by non-radiologist physicians during case discussion rounds. Moreover, few respondents had a mandatory radiology training rotation during medical school. CONCLUSION: This Brazilian medical student survey demonstrated that from the medical students' perspective, diagnostic radiology is an important subject in clinical practice; however, their radiology training and exposure are overall heterogeneous.

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Decreasing radiology reimbursement is a major challenge faced by academic radiology practices in the United States. The consequent increased workload from reading more radiological studies can lead to job dissatisfaction, burnout and adverse impact on research, innovation, and education. Thriving successfully in an academic practice despite low reimbursement requires modification of radiology business models and culture of the practice. In this article, we review the financial and operational strategies to mitigate low reimbursement and strategies for thriving in academic radiology without burnout.

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Objetivo: Evaluar la calidad radiográfica mediante técnica de la bisectriz ejecutada por estudiantes de Odontología de tercer año. Material y Método: Estudio observacional descriptivo. Se evaluaron 220 radiografías ejecutadas por 55 estudiantes de Odontología de tercer año. La calidad radiográfica fue evaluada por dos investigadores, mediante una pauta creada con cuatro parámetros: posición de la película, angulación horizontal, angulación vertical y rayos X centrado. Fue comparada la calidad según sector radiográfico, anterior y posterior. Se realizó estadística descriptiva y prueba de chi-2 para establecer diferencias entre calidad y sector radiográfico, con un valor de significancia estadística de p0.05. Conclusión: Las radiografías periapicales tomadas mediante técnica de la bisectriz por estudiantes de Odontología de tercer año, son mayoritariamente de calidad inaceptable, sin diferencias significativas entre sectores.

Objective: To evaluate radiographic quality using the bisecting angle technique performed by third-year dental students. Material and Method: Descriptive observational study. 220 radiographs were evaluated, performed by 55 third-year dental students. Radiographic quality was evaluated by two researchers, using a guideline created with four parameters: film position, horizontal angulation, vertical angulation and centered X-ray (conecut). The quality was compared according to the radiographic sector, anterior and posterior. Descriptive statistics and chi-2 test were applied to establish differences between radiographic sector and radiographic quality, setting a value of statistical significance of p 0.005. Conclusions: The periapical radiographs taken by third-year dental students using the bisecting angle technique is mostly of unacceptable quality, with no significant differences between sectors.

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Residency training programs have faced the dual challenge of providing continuous and effective clinical services and graduate medical education during the Coronavirus Disease 2019 (COVID-19) pandemic. This article outlines the changes incorporated by the University of Puerto Rico School of Medicine Diagnostic Radiology Program during the COVID-19 pandemic, including incorporating a virtual approach for read-out sessions, didactic conferences and additional learning experiences for the radiology residents. By means of collaboration and unity in the noble goal of public service, the faculty and residents of the Diagnostic Radiology Program at UPR-SOM have shown resilience throughout the many challenges faced during the current COVID-19 pandemic.

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RATIONALE AND OBJECTIVES: Education research has been undervalued in radiology, with few radiology journals having dedicated space for such research and barriers to production including dedicated time, resources, grant funding, and mentorship. As radiologists, we have an opportunity to study education in our unique learning environments and create more effective ways to teach that are grounded in established education theory, solid assessment methodologies, and a focus on merit as well as worth. MATERIALS AND METHODS: The growth of education research in our field requires a two-pronged approach; We must cultivate leaders in education research from within our specialty, and continue to submit high quality work to radiology journals to increase exposure of the reviewers and readership to education methodologies. RESULTS: We have created the first radiology education research fellowship to this end. This manuscript details the fellowship creation process, the first education research fellow experience, and in-depth analysis of the inaugural year via a qualitative program review. CONCLUSION: We were successful in supporting an inaugural fellow in attaining the knowledge and skills to become a productive education researcher. Beyond this, the fellowship experience was a catalyst in developing her unique professional identity as an education master which will further raise the status of education research in pediatric radiology.

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RESUMEN Introducción: el Dr. Mario E. Dihigo Llanos, junto a un grupo de colegas emprendedores, fundó en Matanzas, en 1921, la revista Médica (devenida Revista Médica Electrónica en 1997). Objetivos: resaltar el centenario de la publicación y contribuir a la preservación de la memoria del eximio pedagogo. Materiales y métodos: fueron utilizados métodos de la investigación histórica, como el analítico-sintético y el deductivo-inductivo, así como los submétodos cronológico y geográfico. Se realizaron entrevistas y se revisó el legado documental del Dr. Dihigo. La información fue triangulada con las fuentes referenciadas y con otras bibliografías y documentos consultados. Resultados: se resaltaron algunos de los aspectos más significativos relacionados con la vida y la obra del Dr. Dihigo, y se realizó una caracterización de las primeras etapas de la revista, donde se abordan su significación histórica y científica. Conclusiones: sus aportes en Medicina y Pedagogía, así como sus esfuerzos por establecer la revista Médica, son los mayores legados de Dihigo (AU).

ABSTRACT Introduction: Dr. Mario E. Dihigo Llanos, and a group of colleagues-enterprisers, founded the journal Medica (renamed Revista Medica Electronica in 1997) in Matanzas, in 1921. Objectives: to highlight the centenary of the journal and to contribute to keep the memory of the prominent pedagogue up. Materials and methods: methods of the historical research were used like the analytic-synthetic and the deductive-inductive ones, and also the chronological and geographic sub-methods. Interviews were made and the documental legacy of Dr. Mario Dihigo was reviewed. The information was compared with the referenced sources and the other referred bibliography and documents. Results: some of the most significant features of Dr. Dihigo's life and work were emphasized. A characterization of the first stages of the journal was carried out, approaching its historical and scientific significance. Conclusions: the main Dihigo's legacies were his contributions to Medicine and Pedagogy, and his efforts for founding the journal Medica (AU).

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The COVID-19 global pandemic has presented new challenges to radiology educators and their learners. As a specialty that is accustomed to adapting to continual technologic innovation, as well as one with the capacity for remote work, radiology is uniquely positioned to meet these challenges by taking advantage of online remote educational strategies. This represents an opportunity to not only leverage new methods and technologies but also reexamine the most effective way to implement established ones. The authors review the benefits of taking a purposeful goal-oriented approach to these challenges, provide a corresponding qreview of the general categories of resources that are currently available, and explore educational strategies by using broad categories of software solutions. An invited commentary by Awan is available online. Online supplemental material is available for this article. ©RSNA, 2021.

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OBJETIVO: Determinar el tiempo que requiere una curva de aprendizaje para diagnóstico ecográfico específico histopatológico en masas anexiales basándonos en cálculos estadísticos no influidos por la prevalencia según diferentes grados de experiencia. MÉTODOS: Estudio observacional, descriptivo, transversal. Se estudiaron imágenes de 108 masas anexiales. La prueba estándar de oro fue el reporte histopatológico definitivo. Se comparó el rendimiento diagnóstico de 4 examinadores con la siguiente experiencia en diagnóstico ecográfico de patología anexial: A > 20 años, B ≤ 20 hasta > 10 años, C ≤ 10 hasta > 5 años y D ≤ 5 años, analizando solo imágenes y sin datos clínicos de las pacientes, para emitir un diagnóstico específico a libre escritura. RESULTADOS: Prevalencia de masas malignas 17,2 % (15/87). Nivel de confianza en los examinadores se consideró según falta de respuesta diagnóstica: alto (<6 %) con experiencia de más de 10 años y moderado a bajo ≤ 10 años. Examinadores con más de 5 años siempre mostraron likelihood ratio positivo mayor a 10, exactitud diagnóstica mayor a 90 % y Odds ratio diagnóstica mayor a 46, no así para examinador con menor tiempo de experiencia, quién presentó resultados con mala utilidad clínica. El cambio de probabilidad de acierto específico pre-test a post-test mejoró consistentemente con los años de experiencia. CONCLUSIÓN: Se necesitarían más de 10 años de experiencia con especial dedicación a ecografía ginecológica avanzada para un rendimiento diagnóstico específico deseado junto con alta confianza en ecografía de masas anexiales.

OBJECTIVE: To determine the time required for a learning curve of histopathological specific ultrasound diagnosis in adnexal masses based on statistical calculations not influenced by prevalence according to different degrees of experience. METHODS: Observational, descriptive, cross-sectional study. Images of 108 adnexal masses were studied. The gold standard test was the definitive histopathological report. The diagnostic performance of 4 examiners with the following experience in ultrasound diagnosis of adnexal pathology: A > 20 years, B ≤ 20 to > 10 years, C ≤ 10 to > 5 years and D ≤ 5 years was compared, analyzing only images and blinded of clinical data of the patients, to issue a specific diagnosis with free writing. RESULTS: Prevalence of malignant masses 17.2% (15/87). The level of confidence in the examiners was considered according to the lack of diagnostic response: high (<6%) with experience of more than 10 years and moderate to low ≤ 10 years. The examiners with more than 5 years always showed likelihood ratio positive greater than 10, diagnostic accuracy greater than 90% and diagnostic Odds ratio greater than 46, not so for the examiner with less experience time who presented results with little clinical utility. The change in specific probability from pre-test to post-test improved consistently with years of experience. CONCLUSION: More than 10 years of experience with special dedication to advanced gynecological ultrasound are probably needed for a desired specific diagnostic performance coupled with high confidence in adnexal mass ultrasound.

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Abstract: Introduction: The development of clinical reasoning to diagnose diseases and order ancillary tests, such as radiology imaging, is based on history-taking and physical examination skills, which are developed during the semiology course. Objective: We aimed to evaluate the results of the innovative integration of two courses in the medical curriculum at our institution: Medical Semiology and Clinical Radiology. Methods: The sample consisted of 184 fifth-semester medical students attending the two courses simultaneously. Extra-class semiology-radiology sessions based on theoretical and practical topics integrating radiological images and semiological signs were conducted, and the results were assessed by applying a semi-structured questionnaire to the participants, in which all 18 items were rated on a scale from 0 (worst) to 10 (best). The normality hypothesis in score distribution was verified by the Kolmogorov-Smirnov test and the Shapiro-Wilk test. The distribution of the 18 scores were summarized by descriptive statistics and compared by Friedman's test, with post-hoc test in pairwise comparisons adjusted by Bonferroni test. Correlations between the scores were determined by Spearman's Rank Correlation Coefficients. Results: The overall mean score for the semiology-radiology sessions was high (8.55). Students were satisfied with the selection of clinical cases (8.46) and found that the semiology-radiology sessions contributed to the development of their clinical reasoning (8.58). Conclusion: Medical schools are facing new challenges in medical education. The innovative concept of Radiology-Semiology integrated teaching modality affects the students' self-perception ability to interpret radiological images and might be an educational strategy trend.

Resumo: Introdução: O desenvolvimento do raciocínio clínico para diagnosticar doenças e solicitar exames complementares, como os radiológicos, baseia-se na história e no exame físico, desenvolvidos durante o curso de Semiologia. Objetivo: Nosso objetivo foi avaliar os resultados da integração inovadora de duas disciplinas no currículo médico em nossa instituição: Semiologia Médica e Radiologia Clínica. Métodos: A amostra foi composta por 184 estudantes de Medicina do quinto semestre que participaram das duas disciplinas simultaneamente. Realizaram-se sessões extraclasse de semiologia e radiologia, baseadas em tópicos teóricos e práticos, integrando imagens radiológicas com sinais semiológicos. Avaliaram-se os resultados por meio da aplicação de um questionário semiestruturado aos participantes, no qual todos os 18 itens foram classificados em uma escala de 0 (pior) a 10 (melhor). A hipótese de normalidade na distribuição dos escores foi verificada pelos testes de Kolmorov-Smirnov e Shapiro-Wilk. As 18 distribuições de pontuação foram resumidas por estatística descritiva e comparadas pelo teste de Friedman, com teste post hoc em comparações pareadas ajustadas por Bonferroni. As correlações entre as pontuações foram determinadas pelos coeficientes de correlação de classificação de Spearman. Resultados: O escore médio geral para as sessões de semiologia e radiologia foi alto (8,55). Os estudantes ficaram satisfeitos com a seleção de casos clínicos (8,46) e descobriram que as sessões de semiologia-radiologia contribuíram para o desenvolvimento de seu raciocínio clínico (8,58). Conclusão: As escolas médicas enfrentam novos desafios na educação médica. O conceito inovador da modalidade de ensino integrado de radiologia-semiologia afeta a capacidade de autopercepção dos alunos para interpretar imagens radiológicas e pode ser uma tendência de estratégia educacional.

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Resumo: Introdução: A educação médica baseada em competências tem despertado interesse nas últimas décadas. A avaliação do educando constitui um de seus pilares centrais, devendo ser contínua, fundamentada em critérios claros e eminentemente formativa, sempre provendo feedback. A sistematização dos métodos de avaliação envolve variáveis como confiabilidade, validade, aceitabilidade, impacto educacional e custo. Na radiologia, a literatura carece de instrumentos específicos de avaliação, especialmente em programas de residência médica no Brasil. Objetivo: Este estudo teve como objetivos elaborar e implementar um instrumento avaliativo com caráter formativo para o Programa de Residência Médica em Radiologia e Diagnóstico por Imagem (PRM-RDI) do Hospital Universitário Onofre Lopes da Universidade Federal do Rio Grande do Norte (Huol-UFRN), que englobe competências específicas e crie oportunidades para feedback nos cenários de prática. Método: Trata-se de um estudo de abordagem descritiva, exploratória e de intervenção, com três etapas. As duas primeiras consistiram em oficinas com médicos residentes e preceptores: uma para conceituação e compreensão da avaliação por competências e de técnicas de feedback, e outra para construção coletiva de um instrumento avaliativo adequado à radiologia, definindo as competências mais importantes a serem avaliadas. Na terceira etapa, os pesquisadores acompanharam a aplicação inicial do instrumento pelos preceptores. Resultado: As duas oficinas tiveram participação de três pesquisadores, 16 preceptores e cinco residentes. O instrumento de avaliação resultante contém inicialmente um cabeçalho para preenchimento de dados do residente e do avaliador, do local e exame realizado. Há ainda sete competências que devem ser avaliadas em relação ao esperado para o nível do residente e uma escala para conceito geral da avaliação, seguida de campos para comentários do preceptor e do residente. O instrumento foi aplicado 33 vezes nos cenários de prática, num período de seis meses. Conclusão: A realização de oficinas de capacitação para os preceptores, com a introdução de uma nova cultura de avaliação, foi fundamental para a construção e experiência inicial na aplicação do instrumento no referido programa. O instrumento apresentou viabilidade, baixo custo e teve boa aceitabilidade entre preceptores e residentes, servindo como marco inicial na busca por uma avaliação sistematizada na residência médica na área de radiologia.

Abstract: Introduction: There has been a growing interest in competency-based medical education over the past few decades. Student assessment is one of its central pillars, and should be continuous, based on clear and eminently formative criteria, and provide constant feedback. The systematization of assessment methods involves variables such as reliability, validity, acceptability, educational impact and cost. In Radiology, the literature lacks specific assessment instruments, especially in Medical Residency Programs in Brazil. Objective: Our aim was to develop and implement an assessment tool with a formative character for the Radiology program of the Onofre Lopes University Hospital of the Federal University of Rio Grande do Norte, which encompasses specific skills and creates opportunities for feedback in practice scenarios. Method: The study has a descriptive, exploratory and interventionist approach, divided into three stages. The first two consisted of workshops with residents and preceptors, one to conceptualize and understand competency assessment and feedback techniques, and the other to collectively build an assessment tool appropriate for Radiology, defining the most important competencies to be assessed. In the third stage, the researchers monitored how the instrument was initially applied by the preceptors. Result: Both workshops were attended by the three researchers, sixteen preceptors and five residents. The resulting assessment instrument contains a header for resident and evaluator data, location and examination performed. Next, seven competencies that should be assessed in relation to what is expected for the resident's level, and an overall scale of the evaluation, followed by fields for comments by the preceptor and the resident. The instrument was applied 33 times in practice scenarios, over a six-month period. Conclusion: The execution of training workshops for preceptors, with the introduction of a new culture of assessment, was fundamental for the construction and initial experience in the application of the assessment tool in that program. This tool was found to be feasible, low cost and had good acceptability among preceptors and residents, serving as a starting point in the search for a systematic assessment in the Radiology residency program.

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RESUMEN Fundamento: En la provincia Sancti Spíritus se constató la ausencia de publicaciones sobre la historia de la docencia de posgrado en la especialidad Imagenología, por lo que se hizo necesaria una investigación que aportara información al patrimonio científico cubano en ciencias de la salud y a la formación del potencial humano actual y futuro. Objetivo: Describir la evolución histórica de la docencia de posgrado de la especialidad Imagenología en la provincia Sancti Spíritus. Desarrollo: Se realizó una investigación cualitativa con el uso de métodos teóricos: histórico-lógico, analítico-sintético y empíricos: entrevista y análisis documental, en el período comprendido desde 1976 hasta 2020. Resultados: Desde el surgimiento de Sancti Spíritus como provincia ya existían algunos médicos radiólogos, pero no fue hasta 1982 que comenzó oficialmente el estudio de la especialidad en el territorio, como filial de Villa Clara. Con la fundación de la Facultad de Ciencias Médicas en 1986 inició un nuevo capítulo de formación de especialistas en Radiología. Con el advenimiento de nuevas técnicas, en 2006 se cambió el nombre de la especialidad por Imagenología. En la actualidad se mantiene la formación regular de especialistas, incluidos residentes autofinanciados. Conclusiones: La Imagenología como especialidad de posgrado en la provincia Sancti Spíritus ha tenido un desarrollo histórico progresivo, gracias al fortalecimiento del claustro de profesores, la formación continua de recursos humanos para la atención a la población del territorio y los resultados científico-técnicos que avalan el progreso actual de la especialidad. La descripción de su evolución histórica permite perfeccionar la formación de las futuras generaciones, asimismo generar pautas para otras investigaciones.

ABSTRACT Background: In Sancti Spíritus province, the absence of publications on the history of Imaging postgraduate teaching was verified, thus, it was necessary an investigation that would provide information to the Cuban-health sciences-scientific heritage and also to the formation of the current and future human potential. Objective: To describe the historical evolution of Imaging postgraduate teaching in Sancti Spíritus province. Development: A qualitative research was carried out with the use of theoretical methods: historical-logical, analytical-synthetic and empirical: interview and documentary analysis, from 1976 to 2020. Results: Since the emergence of Sancti Spíritus as province, there were already some radiologists, but it was not until 1982 that the study of the specialty in the territory officially began as a Villa Clara´s subsidiary. In 1986, with the founding of the Faculty of Medical Sciences, a new chapter of training to Radiology specialists began. In 2006, with the advent of new techniques, the name of the specialty was changed to Imaging. At present, the regular training of specialists is maintained, including self-financed residents. Conclusions: Imaging as a postgraduate specialty in Sancti Spíritus province has had a progressive historical development, thanks to the strengthening of the teaching staff, the continuous training of human resources for the care of the population in the territory, also the scientific-technical results that support the current progress of the specialty. The description of its historical evolution allows to improve the training of future generations, as well as to generate guidelines for other investigations.

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The aim of this study was to develop a software for radiological breast mammography anatomy study. A descriptive and exploratory study was carried out using mammography images database. The software was created using well-known open source image J software. Eight mammographic images were selected including standard views: craniocaudal (CC) and mediolateral oblique (MLO) views, and supplementary views. The software was created as an image J plugin-in. The virtual environment presented multiple choice questions related to radiological breast anatomy and patient positioning criteria. The software launches by requiring the user to register their profile ( user ID) followed by the selection of mammography projection technique. As the second step, a screen with multiple choice questions opens according to the technique selected by the user. At the end of the evaluation, a report is presented containing date and time of evaluation, username and the score achieved. The report also provide feedback to the user and highlight where the user incorrectly identified the anatomy. The software allowed assist on multifactor mammography learning process for radiographers. However, It is necessary the improvement of software including high quality images and case study.

El objetivo de este estudio fue de el desarrollo de un software para estudio de anatomía y procedimientos en mamografía de mama. Se realizó un estudio descriptivo y exploratorio utilizando una base de datos de imágenes mamográficas. La aplicación se creó utilizando un conocido software (imagen J) de código abierto. Se seleccionaron ocho imágenes mamográficas que incluían proyecciones estándar: proyecciones craneocaudal (CC) y mediolateral oblicua (MLO) y proyecciones complementarias. El software fue creado como un complemento de imagen J. El entorno virtual presentó preguntas de múltiple opción relacionadas con la anatomía radiológica de la mama y los criterios de posicionamiento del paciente. El software se inicia solicitando al usuario que registre su perfil (ID de usuario) seguido de la selección de la técnica de proyección de mamografía. Como segundo paso, se abre una pantalla con preguntas de opción múltiple según la técnica seleccionada por el usuario. Al final de la evaluación, se presenta un informe que contiene la fecha y hora de la evaluación, el nombre de usuario y la puntuación obtenida. El informe también proporciona comentarios al usuario y destaca dónde el usuario identificó incorrectamente la anatomía. El software permitió asistir en el proceso de aprendizaje de mamografías multifactoriales para radiólogos. Sin embargo lo és necesaria la mejora del software, incluidas imágenes de alta calidad y estudios de casos.

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