Though most otolaryngology residency programs have a radiology curriculum within their residency program, a thorough review of radiology education requirements from the Accreditation Council for Graduate Medical Education (ACGME) is needed, according to a new study published in JAMA Otolaryngology – Head & Neck Surgery.

“Otolaryngologists rely on various head and neck imaging modalities on a daily basis,” wrote authors Kirkland N. Lozada, MD, and Joseph M. Bernstein, MD, with New York Eye and Ear Infirmary of Mount Sinaiin New York City. “Experience with ordering and interpreting radiologic studies is an important competency for all graduating residents of otolaryngology programs. However, little is known how residency programs structure training in head and neck imaging throughout the five years.”

To assess the current state of radiology training in otolaryngology residency programs, researchers surveyed 106 otolaryngology residency directors from various academic institutions.

Of the 39 residency program directors who responded to the survey, 71 percent said they have a focused radiology curriculum during residency. Additionally, 64 percent of the programs conduct sessions on a monthly basis, 29 percent on a quarterly basis, and seven percent on a weekly basis.

As far as the format is concerned, 74 percent of the programs are a mix lectures and case-based reviews of images, while 19 percent reviewed only cases and 7 percent had only lectures. Forty-six percent of the programs were taught by radiologists, 39 percent were a mix of both otolaryngologists and radiologists and only 14 percent has sessions run only by otolaryngologists.

Despite a lack of standardized requirements by the ACGME, 56 percent of the respondents said they have a dedicated radiology rotation within their educational curriculum.

“Our study shows that this lack of standardized requirements has not created barriers to programs having radiology curricula,” the authors wrote. “However, there is considerable variance in terms of timing, frequency, and setting for didactic sessions. In addition, programs that offer dedicated rotations are not doing so in the perceived optimal time for maximal resident benefit.”

More than 75 percent of the radiology curricula occur in PGY-1 of training while 14 percent of respondents said the radiology curricula occurs in PGY-2 and PGY-3, and nine percent said the training occurs in PGY-4.

“Given the considerable variability encountered in radiology education, we believe standardized program requirements will improve education across all programs, enhance the level of patient care, and further the interdisciplinary teamwork of otolaryngologists and radiologists,” the authors wrote.