Radiology Research and Medical Students

Pat W. Whitworth, Ankit Agarwal, BA, Andrew Colucci, MD, Steven J. Sherry, MD,
Rathan M. Subramaniam, MD, PhD, MPH

Fostering radiology research among medical students can enhance a student’s interest and understanding of radiology and research. It increases
the academic productivity of the mentor and the department. Radiology faculty and departments should actively seek to recruit and engage
students in research. Once involved, students benefit greatly from being given clear responsibility, close supervision, timely feedback, and a degree
of autonomy. At the heart of the student research process is the crucial mentor-mentee relationship, and mentors should be cognizant of their
vital role and methods of encouraging and enhancing this relationship. Ultimately, the advancement of the field of radiology depends on constant
innovation and improvement. Radiology research by medical students fuels both innovation and the development of future academic radiologists
and physician-scientists, helping to secure future growth for our field.

Key Words: Medical students; research; radiology. opportunities available for medical students interested in
ªAUR, 2013 radiology research, and outline methods by which
radiologists can serve as successful mentors when fostering
research among medical students.

R adiology remains one of the most competitive

specialties for medical students to enter via the
National
Resident Matching Program. Among US college seniors who
matched to their preferred specialty in 2011, the mean US
Medical Licensing Exam Step 1 score for those entering
diagnostic radiology was 240 and the mean number of
research experiences was 2.8 (1). Despite the impressive
caliber of students that enter diagnostic radiology, radiology
has not been traditionally viewed as a research-heavy field,
which some attribute to the lack of exposure to radiology
research as well as a lack of research mentors (2–4). As a
technologydriven, forward-thinking medical specialty ever
pushing the boundaries of our diagnostic capabilities, the
field of radiology would benefit from increasing numbers of
research-orientated clinicians and academicians.
Given the focus on training a greater number of academic
radiologists engaged in clinical research, it is important to
facilitate early exposure to clinical radiology teaching (5–7)
and radiology research among medical students. The purpose
of this article is to explore the value of promoting radiology
research among medical students, discuss methods of
engaging students in radiology research, describe current
THE VALUE OF MEDICAL STUDENT RESEARCH
Medical students benefit from participating in research in
many ways. Their exposure to the research process allows
them to become acquainted with it and with radiology in
general (8). It also helps them recognize the importance of
research to the future of radiology, the medical community,
and the general public (8). Ultimately, early exposure to
radiology research can make students sophisticated
consumers of evidence-based medicine in clinical practice.
Furthermore, radiology is one of the most competitive
residency programs (9,10), and although radiology
program directors indicate research and publication are less
important than a number of other factors when reviewing
applications (9,11), research experience may help
differentiate candidates who excel in other areas (9,12).
This advantage may be particularly evident when applying
to academically oriented programs (12). Completed
research may also aid in application to residency programs
by providing material for personal statements and interview
discussions (12). For undecided students considering
radiology as a specialty, radiology research may help
because the active participation involved may be more
engaging than passive observation (12).

Acad Radiol 2013; 20:1506–1510

From the Boston University School of Medicine, Boston, Massachusetts (P.W.W.,
A.A., R.M.S.); Department of Radiology, Beth Israel Deaconess Medical Center,
Boston, Massachusetts (A.C.); Department of Radiology, University of Pittsburgh
Medical Center, Pittsburgh, Pennsylvania (S.J.S.); Russell H. Morgan Department of
Radiology and Radiological Sciences, Johns Hopkins University, 601 N. Caroline
Street/JHOC 3235, Baltimore, MD 21287 (R.M.S.); and Department of Health Policy
and Management, Johns Hopkins University, Baltimore, Maryland (R.M.S.). Received
July 31, 2013; accepted September 10, 2013. Address correspondence to: R.M.S. e-
mail: rsubram4@jhmi.edu ªAUR, 2013
http://dx.doi.org/10.1016/j.acra.2013.09.013

1506
 Engaging medical students in research benefits not only
the students, but also the mentors and departments involved
as well as the field in general. Medical students represent
an important resource for research performance (13). Their
participation can result in increased academic productivity
Academic Radiology, Vol 20, No 12, December 2013
for the faculty involved (14). Multiple studies (12,13,15,16)
have found an association between medical student
research involvement and that student choosing academic
careers, which may increase the number of research-
oriented clinicians advancing radiology in the future. Given
that many of the students interested in radiology research
are third- and fourth-year students who have chosen to
pursue a career in radiology, they are often highly
motivated and goal-oriented researchers. Attracting highly
efficient, goal-oriented, highachieving, balanced, mature
medical students to radiology is an investment in our field.
Giving students an opportunity to learn the basic
components of radiology research, inspiring them to be life-
long academicians, and mentoring them in the field of
radiology is very rewarding and contributes to both the field
and our patients.
ENGAGING STUDENTS IN RESEARCH
Recruiting Student Researchers
Althoughsomestudentsmayseekoutresearchopportunitieson
theirown,effectivelycommunicatingavailableresearchproje
cts could significantly increase the number of students who
take advantage of these opportunities. Such communication
could take place through e-mail or announcements made
before, during, or after lectures, particularly lectures for
first- and secondyear students. Announcements may be
particularly effective coming from faculty interested in
pursuing student research projects. Listing available faculty
members and summaries of available research projects on
the department website and linking to this list on the
medical student radiology interest group website (if
applicable) will allow students to more easily identify
projects they want to join (8). Keeping this list updated,
with an explicit indicator of how recently the list was
updated or verified, is important; if lists are poorly
maintained, students may be less inclined to contact project
leaders. Creating such a one-stop location for information
on research activities and informing students of the
existence of such lists is likely just as important as making
the information available.
Collaboration between the radiology department and
student interest groups is also an efficient means of
recruiting students. Faculty speakers at medical student
radiology interest group or advising meetings can provide
information as well as demonstrate excitement for research
and clinical practice. It may be helpful for students if faculty
at these meetings explain the value of professional
networking at society meetings and the opportunities for
collaboration that arise from presenting one’s research to
the academic community.
Generating Medical Student Interest in Research
RADIOLOGY RESEARCH AND MEDICAL STUDENTS
These methods of recruiting students will be more effective
if efforts are made to inspire enthusiasm for research in
medical students. Photographs of students presenting their
work at academic society conferences, testimonials of
students who have completed projects, and lists of
previously completed projects can be provided alongside
the list of available projects to help students understand
what research would mean for them. Additionally,
including a list of upcoming dates for conferences and
submission deadlines can help students to match their
research efforts with opportunities compatible with their
medical school commitments. Motivation to participate in
research may also be inspired by stressing the importance
of research for successful application to radiology
residency— ideally, early in students’ medical education to
increase awareness and subsequently at interest group and
advising meetings. Inviting accomplished researchers to
speak of their contributions to radiology, the importance of
research for advancing the field, and the joys of successful
investigation can help give students perspective on the
benefits of research as well as on careers in academic
radiology. Sponsoring departmental research forums and
awards, supporting medical center poster sessions with
research contributions, and offering funding for students to
attend meetings and present their research may also help
generate student interest in radiological research.
Summer Research Projects
Most medical students have an undirected summer between
their first and second years, which may present an ideal time
to contribute to a targeted radiology research project that can
be continued in the following years. Research projects can
initially focus on poster presentation as an interim goal, with
a subsequent literature review and journal publication as the
ultimate goal. The creation of a poster worthy of presentation
at a national academic society meeting is an achievable goal
for a summer research project. Planning will need to start
months in advance to address scholarship or funding
opportunities at the principal mentor or department or
institution level, facilitate institutional review board
preparation and review, clarify academic goals, and outline
project scheduling. Regular weekly planning meetings can
serve as forums to assign projects, assess student progress,
and address any unanticipated delays. Project selection is
important; the projects most effective at achieving
publishable results are focused reviews or hypothesis-driven
analyses of a large dataset. On the other hand, unfocused,
large projects can sap the enthusiasm of young medical
 students and may turn their interest away from radiology.
Projects can have a scientific, educational, or quality
improvement focus and can be tailored to the interests of the
medical student and the mentor.
FORMAL RESEARCH PROGRAMS
Students’ involvement in radiology research can be
facilitated by participation in a number of formal research
programs during their medical degree, including summer
scholarships, research electives, and year-long research
programs (17).
Formal Summer Research Programs
There are several national summer research programs that
specifically cater to medical students interested in radiology.
For
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WHITWORTH ET AL
example, the Radiological Society of North America offers
funding to conduct a full-time, 10-week research project in a
department of radiology, radiation oncology, or nuclear
medicine. The stated purpose of the program is to help
develop medical students’ research skills and to encourage
them to consider a career in research and/or academic
radiology (18). Certain medical schools also host summer
research opportunities for medical students throughout the
nation. For example, the Mallinckrodt Institute of Radiology
at Washington University in St. Louis, Missouri, offers
funding for a 10-week summer research program in radiology
open to all US medical students. Selected students conduct
research in a specific imaging modality, and many students
create research posters to present their work (19). The
University of Cincinnati offers a similar summer research
program through its Department of Radiology Medical
Student Summer Research Program. Participants in this
program prepare a presentation at the end of their experience
summarizing the findings of their work (20).
Although nationally available programs for medical
students interested in academic radiology are important to
cultivate future radiologist researchers, individual medical
schools can also take steps to improve opportunities in
research for their own medical students. At Boston University
School of Medicine, students can conduct research through
the Medical Student Summer Research Program, which
provides a structured research environment, complete with
weekly lectures on topics ranging from research ethics to
basic statistical analysis, for medical students to conduct
research during the summer. The goals of the program
include enhancing medical students’ understanding of basic
and clinical science, providing a foundation in the ethical
conduct of research, strengthening skills in the evaluation of
data, and reinforcing the concept of evidence-based
medicine. Medical students conduct research in a variety of
1508
fields, including radiology, which often results in poster and
oral presentations at national conferences such as American
Roentgen Ray Society and Radiological Society of North
America annual meetings (21).
Elective Research Rotations
Medical student involvement in radiology research often
occurs through an elective rotation (13), frequently following
a third-year radiology clerkship to provide motivation and
understanding. Even if such rotations are not explicitly
offered at a given institution, an elective research block can
often be arranged with the medical school’s curriculum office
(13) with a single faculty member listed as the individual
responsible for goals and grading. In our experience, fourth-
year research electives represent fantastic opportunities for
students to learn more about and participate in radiology
research. Students may attempt to complete a project of their
own, but in a vibrant student research community, fourth-
year students may also be able to join a project in process and
Academic Radiology, Vol 20, No 12, December 2013
contribute focused work such as data collection, statistical
analysis, literature review, or manuscript preparation.
Streamlining application to these electives with an easily
accessible, clear outline of application timeline and
requirements may significantly decrease the barrier to
participation in these programs. An important consideration
for student research involvement is the institutional review
board process. Facilitating the institutional review board
process is especially important when students will participate
in a research elective and should be pursued immediately
after a student expresses interest in conducting research and
has decided on a project. Otherwise, the review process can
significantly delay student involvement and thus decrease the
time that a student can dedicate to research.
Formal Year-long Research Programs
Several institutions have developed fellowship programs
for studentsthatinvolveconducting
researchforafullyear.Analysesof student participation in
these 1-year research programs consistently show that
participation is significantly associated with a greater
likelihood of future research productivity (22–24). These
programs are excellent opportunities for medical students
to hone their research skills and enhance their future
prospects for both residency application and their ensuing
careers. Two such programs are the Medical Research
Scholars Program (MRSP) at the National Institutes of
Health (NIH) (25) and the Medical Research Fellows
Program developed by the Howard Hughes Medical
Institute (26).
The new MRSP is, in part, a reenvisioning of the NIH’s
Clinical Research Training Program, which had been
founded in response to a diminishing number of physician-
scientists and to surveys of medical students showing a
decline in the expectation of being involved in research
during medical school (27,28). The MRSP aims to increase
the number of professionals who understand the
relationship between research and clinical advancements;
selected students engage in research at the NIH campus in
Bethesda, Maryland. The program provides an opportunity
to perform basic, clinical, or translational research in a wide
variety of fields. In addition to engagement in research, it
offers dedicated mentoring and the opportunity to enroll in
relevant courses, including courses on practicing clinical
research and on academic leadership training (25,29).
Another formal year-long research opportunity is the
Howard Hughes Medical Institute’s Medical Research
Fellows Program, developed with the goal of increasing the
number of medically trained researchers. It provides
fundingforUSmedical,dental,or
veterinarystudentstoengage in ayearof research in basic,
translational, or applied biomedical science with a student-
selected mentor at any US academic institution apart from
the NIH, or at any institution affiliated with a US academic
or nonprofit institution (26).
MENTORING MEDICAL STUDENTS AND DYNAMICS OF
RESEARCH TEAMS
Mentors play a crucial role in fostering medical student
radiology research. An outstanding mentor will kindle
students’ motivation and drive, teach students how to
conduct ethically and methodologically sound research,
guide their progress, and ultimately help to bring projects
to completion. Such a mentor, whoisoften astaff
radiologistandacademician by trade,canalso help students
to build their residency application and network within the
radiology community as well as increase their exposureto
allaspectsofradiology.Productivityofstudentresearch is
closely related to mentor motivation; some mentors
consistently have students achieve publication (14).
Mentoring relationships in academic medicine have been
cited as significant drivers of personal development, career
selection, and scholarly productivity (30). Successful
mentors can serve as role models for budding academic
radiologists, and many trainees tend to respect and emulate
the actions and career path of their role models (31).
Mentors should remain cognizant of the considerable
responsibility inherent in their roles. Although there is no
single correct approach to mentorship, a mentor’s
understanding of what is expected of him or her and being
familiar with effective approaches to mentoring will greatly
benefit both mentor and student. With this in mind, we
consider the dynamics of the mentor-mentee relationship
aswell as traits frequently seen in successful mentors.
Students often engage in research to develop their
research skills, which means mentors must take students’
limitations into account when assigning them projects that
will challenge them without exceeding their abilities (13).
Students with little experience in clinical research can
bevaluable in helping to collect data and perform other
discrete tasks before they are able to formulate and carry
out projects more independently. Pairing new students with
experienced students or residents will facilitate both
learning of research techniques and completion of projects.
Such pairing has the added benefit of giving the more
practiced partners experience in mentorship early in their
careers. Through this practice, the principal mentor not only
helps develop student interest in clinical research but also
in mentorship. Mentoring students can be very satisfying
for residents and senior students alike and is cited as a
substantial impetus for why people choose careers in
academia (32).
Using weekly group meetings with weekly goals for each
project allows the students and the mentor to track their
progress on each project. Concentrating on achievable
weekly or monthly goals allows students to remain focused
and optimistic, which is vital given that the timeframe for
many projects can span from several months to a year or
more from original idea to publication. Research team
meetings are also a way to demonstrate the student research
community to new arrivals and provide a community of
support to students who are still improving their research
skills. In addition, scheduled group meetings are the ideal
environment in which to pair
experiencedstudentsworkingonongoing projectswith new
students.
Careful attention to each phase of research is necessary
for a student’s research project to achieve publication (13).
A close working relationship between mentor and mentee
is particularly important in the initial phases, when faculty
guidance is critical for direction and efficiency (13). A
preliminary meeting can be helpful for establishing this
working relationship, acquainting students with the
research process and their role and establishing
expectations for the collaboration (13). Involving any
student who regularly attends meetings and creating a clear,
transparent authorship order based on relative contributions
promotes trust and rapid research team growth and avoids
disputes. Although publication is an ideal outcome,
students should know that a decision not to seek publication
is possible and, furthermore, does not mean their research
was poorly performed (13). With this in mind, projects
should be tailored to time limitations with consideration
given to projects such as case reports, educational posters,
and literature reviews that may be more reliably produced
as an initial student project. Early success can be
motivating, and a basic project for new students can be used
to build skills and confidence before attempting more
involved projects.
Successful mentoring often involves granting some level
of autonomy to qualified students in order to encourage the
students’ enthusiasm for research. Experienced students will
feel more invested in projects on which they have some
control of structure and design. Students should be
encouraged to collect articles on background research and
propose new avenues for study based on their current
projects. Some mentors encourage their students to write a
 barebones first draft of the manuscript, including an
introduction, materials and methods section, discussion
section, and references, even before the study begins (8). This
approach has the advantage of giving the students an idea of
the work required to complete a manuscript as well as a better
understanding of their research project before they begin.
Nevertheless, it is ultimately the responsibility of the mentor
to assure that the research project has a hypothesis that is
testable and has a reasonable chance for significant findings.
Assigning students to clearly flawed projects or projects that
may not have sufficient data for significant findings risks
discouraging students from pursuing research in the future
(13).
Mentors act as both role models and advisors for their
students. They should keep in mind that an important part of
learning is emulation, and that mentees may adopt their
attitudes and approaches to work (31). Efforts should be
made to ensure that this emulation is of constructive rather
than destructive patterns of behavior (31). To encourage such
constructive emulation, Levine suggests avoiding sarcasm,
cynicism, and negativism and exercising warmth,
openmindedness, patience, humility, and humor to
successfully initiate students into clinical research (13).
Mentors who show a genuine interest in the medical students
they work with can provide crucial guidance and information
for the students. Mentors should not only be interested in the
progress students make on their individual research projects,
but also in helping students with their career goals. At early
stages in a student’s exposure to research, emphasis should
be placed on the learning process rather than the final
outcome.
CONCLUSION
Fostering radiology research among medical students can
enhance a student’s interest and understanding of radiology
and research. It increases academic productivity of the
mentor
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WHITWORTH ET AL
and the department. Radiology faculty and departments
should actively seek to recruit and engage students in
research. Once involved, students benefit greatly from being
given clear responsibility, close supervision, timely
feedback, and a degree of autonomy. At the heart of the
student research process is the crucial mentor-mentee
relationship, and mentors should be cognizant of their vital
role and methods of encouraging and enhancing this
relationship. Ultimately, the advancement of the field of
radiology depends on constant innovation and improvement.
Radiology research by medical students fuels both
innovation and the development of future academic
radiologists and physician-scientists, helping to secure future
growth for our field.
1510
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