In recent years, there has been a paradigm shift in learning, specifically the
manner in which information is gathered and ingested. This is particularly no-
table in subject matter that covers great breadth or is rapidly evolving, such as
medicine, and more specifically, diagnostic imaging. Students and residents
(and for that matter, practicing radiologists) quickly turn to the Internet to
“GoogleTM” unknown factoids, rapidly gathering information, in many cases
without source validation. This has created silo learning where tidbits of infor-
mation are immediately collected, answering the one specific question of con-
cern. However, there is little depth or longevity afforded with this learning
process, which in many cases does not drill down to the anatomic or patho-
physiologic fundamental principles. As a result, there is a lack of complete un-
derstanding, or even worse, misunderstanding, and the information is often
retained only long enough to address the question at hand.
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