A teaching model for biomedical imaging informatics

Radiology played a leading role in the transformation of medicine to a digital environment. To ensure the smooth operation and managing workflow in a digital imaging environment, dedicated, well-trained individuals are needed. The objective of this study was to develop a teaching and learning model for imaging informatics.

Quantitative and qualitative data were collected through a literature review and three structured questionnaires. Results from literature and questionnaires informed the Delphi statements. Three Delphi rounds with medical informatics and higher education experts were completed - all data contributed to developing the teaching and learning model.

Literature provided the frame of reference related to regulation and inclusions in the model. Six summated imaging informatics themes with categories that included topics, teaching, learning and assessment as well as project management, and clinical engineering were included in the first Delphi questionnaire. The three-round Delphi resulted in consensus achieved for 142 of the 184 statements and the stability of 37 statements. The model created aligns with the context, goals, content, learning experiences and assessment that lead to holistic student development.

Feedback from a variety of sources assisted the development of the teaching model for image informatics. The model can be regarded as having a broad scope but also depth since expert refinement strengthened the final inclusions. The flexible, holistic nature of this model addresses not only the educational impediments associated with curriculum development but additionally catalyses a pragmatic approach to implementation and operationalisation thereof.

The developed teaching and learning model could serve to improve the training of radiographers and IT specialists to become certified imaging informatics professionals. This model may be incorporated to assist the integration of all systems - to improve quality and service.