Tag: presentation

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How To Present A Great Case Conference

case conference

During residency, you must choose a case to present to your colleagues or faculty in a formal setting. Many of you will be flying by the seat of your pants without instruction on how to do so. So, how do you select which case from the past week, month, or year? What features make up an excellent case for discussion at a case conference? And what exactly should you discuss during the presentation? These questions and more I will answer as we discuss how to present a great case conference.

Which Case Should I Choose?

On any given day, you will encounter multiple cases that have the potential to become excellent cases for a conference. Some studies may have confounded you or your faculty. Other times, your attending may love a case for some reason. Then, your attending may want a classic case of a particular disease entity. In these situations, how do you pick among all the possibilities?

Typically, I look for cases on a particular theme I want to address. Even better, the study may have addressed several points that created interesting discussions or controversies. Then, I check to see if the case runs through multiple imaging modalities. What do I mean by that? The best cases show a particular diagnosis in many different ways. For instance, say you are interested in showing lung cancers at this specific time. So, a perfect case would be a lung nodule on plain film that the hilum may partially hide. Then in the same study, you have a CT scan showing the mass abutting the hilum with subtle adenopathy within the mediastinum. And perhaps you also have a PET-CT scan demonstrating additional hypermetabolic nodes present on the scan and a hidden osseous hypermetabolic lesion in a vertebral body. Cases that show a finding or related findings in multiple modalities reinforce the subject matter well.

How To Prepare For The Discussion

So, you’ve found this extraordinary case. First, make sure that you can describe the findings appropriately. If you have less experience, you may want to run it by a faculty member or senior resident to confirm that you are conveying the description correctly.

Next, like any good physician, you should read on the topics extensively. In the case I described above, you need to read about lung cancer diagnosis, staging, and treatment basics. Additionally, you should learn how the radiological diagnosis affects the management of the patient. For instance, how does the presence of hypermetabolic nodes and a vertebral body lesion affect the outcome of the patient? Ultimately, you want the listeners to perceive you as the expert on this topic for the presentation.

Moreover, you want to be able to answer almost any question thrown at you. In other words, go to town! By reviewing the topic extensively, in essence, you are not only going to improve the discussion and your ability to answer questions, but also you are studying for the boards at the same time.

What Should You Discuss At The Case Conference?

The lung nodule example above lends itself well to discussing the findings on each of the modalities, the differential diagnosis, the final diagnoses, and the pathophysiology behind the final diagnoses. Furthermore, the topic will lead to basic management principles like how vertebral lesions change treatment.

I would first review the findings similar to the standard logical approach of taking cases. And then, I would discuss the differential diagnosis and the management in that order, just as if you were taking a case during a faculty presentation. If you want to make the case conference a bit more spicy and controversial, you can discuss whether the case met the ACR appropriateness criteria for the symptoms given. Usually, you will get multiple opinions from different attendings if the ordering physician approaches the workup correctly. It would help if you strived to guide the discussion to ensure it follows an appropriate path. With a case like this, the debate can ensue for a while!

Case Conference As A Tool For Learning

You primarily need to remember the end goal whenever you create a conference. In a typical case conference setting, the presenter should want the audience to learn a few essential points by the end of the discussion. Too much information will overload the learner. Likewise, too little information may not reinforce the concepts. So, try to strike a balance after discussing the specific case.

In the end, you should view case conferences as a tool for learning, not as a burden. They are opportunities to learn a topic in great detail and the art of presenting. Moreover, each presentation you perform builds upon the knowledge that you have. I still remember the case conferences I created when I was a resident. Just like I did, if you prepared appropriately, you will use the strategies and information you learned from your case conferences when you become a faculty member yourself many years from now!

 

 

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Should First Year Residents Give Interdisciplinary Conferences?

interdisciplinary conferences

Interdisciplinary meetings at many hospitals tend to be working clinical conferences. Ultimately, the primary clinical physician will decide on patient treatment based on the conclusions at one of these meetings. So, we better be careful in choosing which radiology team members prepare for interdisciplinary conferences to get the best possible patient care.

Therefore, this begs the question. Should a first-year resident claim responsibility for presenting at one of these interdisciplinary conferences? Or should the program delegate the senior resident or attending to give the conference? We will discuss why the more senior radiology resident or attending should take this critical responsibility.

Preparation Time

When a first-year prepares for one of his first few conferences, the time is very long. Why? First, the first-year resident needs to figure out what is essential. Then, they must ask a senior resident or attending which images are most relevant to the case. And finally, the resident must figure out the clinical significance of each finding.

On the other hand, a more senior resident or attending will experientially know what is most important. A more senior radiologist can perform almost all the legwork by himself. And, of course, he will understand the clinical ramifications of his findings and conclusions. The amount of time the preparer and the attending staff saves is enormous. It is the time that the junior resident or attending could have used for more critical activities.

Experience/Knowledge Level

A first-year radiology resident may find answering questions thrown at them during a conference difficult. A question can derail a junior resident’s presentation simply because he has not experienced that subject matter or modality. More importantly, it is also possible that the first-year resident may spout misleading information to the clinicians. This pitfall could theoretically influence patient management in the wrong direction.

For the more senior radiologist, she will be able to respond to clinical radiological inquiries with a backstop of years of experience to guide the clinician appropriately. In addition, the senior radiologist is more likely to nudge the clinician toward the appropriate treatment of his patients. Experience counts.

Conference Savvy

Years of conference experience “under one’s belt” also let the presenter know when to chime in, and when to stay silent. This skill only comes from years of practice. Although some junior residents may have this skill, you cannot expect all first-year residents to be adept at giving conferences. Eventually, all first-year residents will develop the art of presenting by observing and participating in many conferences. But, it is not appropriate to expect the first year to know the rules when they start.

Seniority

Even though there is a steeper learning curve for a first-year resident than a more senior resident, the experience of giving a conference is usually more valuable for the more senior resident. Why is that? For the most part, this resident will graduate from the program sooner and will need the experience of presenting for fellowship and beyond. The last year of residency should be a time to hone your presentation skills for the next career phase.

Interdisciplinary Conferences And The Presenter

Preparing and giving an interdisciplinary conference is crucial to the radiology residency experience. In deciding who should provide this conference, we must consider factors such as time, experience, skills, and seniority. Based on these factors, the more senior resident or attending is the right person to play this role.

 

 

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The Program Director Interview Welcome Presentation: More Than Meets The Eye?

welcome presentation

 

 

As part of the radiology residency interview trail, most interviews begin with a welcome presentation delivered by the program directors. I know. Your eyes may start to glaze over as you think about these presentations. All of them blur together by the time you have reached your second or third interview.

But wait… Maybe there is more to these conferences than meets the eye. Although sometimes painful, these presentations are chock full of information that will become very important once you begin the radiology residency. And, believe it or not, the initial program director lecture content usually does summarize the residency programs well. So, try your best to maintain awareness instead of falling asleep in that comfy chair in a warm room with the program director droning on about the program. Listen very carefully and take notes. Your future career is on the line. Ignore it at your peril!

To summarize for today, my goal is to cue you on what you should tune into when you hear these lectures. Most quality presentations contain wide-ranging information, from residency rotations to information about ancillary staff and even imaging equipment. But what do you need to get out of the production? I’ve divided some of the most important themes you may not find elsewhere with the following subheadings: program theme, staff availability, teaching methods, program stability, and fellowship connections. We will go into all of these in more detail.

Program Theme

Every program has a general theme. Some programs are academic. Others produce community radiologists. And even others gear themselves to the interventional radiologist. Usually, the presentation develops one or more of these general themes. Most of the time, you will not find this information on the website or paper. For instance, I can tell you that when I gave the welcome presentation, I emphasized how our program runs as a private practice in an academic community setting. It doesn’t say that anywhere on the website or in the packets we give the applicants. You will be hard-pressed to find this information elsewhere. So, you need to take notes and write down the kind of program you are interviewing.

Staff Availability

Often, the welcome lecture summarizes how open the program is to input from the residents. Can you ask the attending a question on the fly? Or do you have to make an appointment month in advance to get the program director’s ear? You can derive a sense of the general communication between the residents and the attendings from the interaction with the program director and residents during the welcome session. Again, you won’t receive this information quickly from other sources.

Teaching Methods

Most presentations mention the styles that attendings utilize to teach the residents. Does the program emphasize multiple-choice questions at conferences? Do they like to use the Socratic method of teaching how to read films? Or maybe, the residents are taught chiefly by total immersion in the rotation. For some residents, this may be a crucial determiner of the effectiveness of their learning over four years. I’m unsure how you begin to find this information unless you know the other residents or the program director well.

Program Stability

If you listen carefully, the program director may talk about the attending staff at the institution. Are they all young? (Usually, that means there has been a recent collapse of the residency program) Or, as I like to say, do all the staff members stay around until they are in a “proverbial box.” The average age of the staff is 70. (If you see a residency program like this, maybe they churn their young attendings) This information can also be hard to come by using other means.

Fellowship Connections

Usually, you can find out where the former residents went to their fellowships after residency online. However, the program director may drop hints about getting their residents into these fellowships. That is just as important. Do the attendings have deep seeded connections at other institutions? Or rather, the program director may not talk about staff connections at all (A red flag!). Typically, the welcome presentation will divulge some additional information about these connections.

The Welcome Presentation- More Than Meets The Eye

As you can see, a welcome presentation is more than just a summary of all the information everyone already knows about the program. Typically, it summarizes facts about a residency program that you may not be able to find easily elsewhere. So, I recommend listening (as dull as some of them may be!). You may learn a thing or two that will help you decide where you want to match!