• Junzi Shi, Nityanand Miskin, Borna E Dabiri, Ariadne K DeSimone, Peter M Schaefer, Shanna A Matalon, Jennifer W Uyeda, Jeffrey P Guenette, and Glenn C Gaviola.
• Brigham and Women's Hospital, Department of Radiology, 75 Francis St, Boston, MA 02115, USA; Harvard Medical School, Boston, MA 02115, USA. Electronic address: jshi9@bwh.harvard.edu.
• Clin Imaging. 2021 Jan 1; 69: 349-353.

AbstractThe COVID-19 pandemic has disrupted standard hospital operations and diagnostic radiology resident education at academic medical centers across the country. Deferment of elective surgeries and procedures coupled with a shift of resources toward increased inpatient clinical needs for the care of COVID-19 patients has resulted in substantially decreased imaging examinations at many institutions. Additionally, both infection control and risk mitigation measures have resulted in minimal on-site staffing of both trainees and staff radiologists at many institutions. As a result, residents have been placed in nonstandard learning environments, including working from home, engaging in a virtual curriculum, and participating in training sessions in preparation for potential reassignment to other patient care settings. Typically, for residents to gain the necessary knowledge, skills, and experience to practice independently upon graduation, radiology training programs must provide an optimal balance between resident education and clinical obligations. We describe our experience adapting to the challenges in educational interruptions and clinical work reassignments of 41 interventional and diagnostic radiology residents at a large academic center. We highlight opportunities for collaboration and teamwork in creatively adjusting and planning for the short and long-term impact of the pandemic on resident education. This experience shows how the residency educational paradigm was shifted during a pandemic and can serve as a template to address future disruptions.Published by Elsevier Inc.

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