PMC:7180008 / 1417-4079 JSONTXT

{"project":"LitCovid-PubTator","denotations":[{"id":"21","span":{"begin":542,"end":547},"obj":"Species"},{"id":"23","span":{"begin":1082,"end":1089},"obj":"Species"},{"id":"26","span":{"begin":1935,"end":1943},"obj":"Disease"},{"id":"27","span":{"begin":2061,"end":2079},"obj":"Disease"}],"attributes":[{"id":"A21","pred":"tao:has_database_id","subj":"21","obj":"Tax:36181"},{"id":"A23","pred":"tao:has_database_id","subj":"23","obj":"Tax:9606"},{"id":"A26","pred":"tao:has_database_id","subj":"26","obj":"MESH:C000657245"},{"id":"A27","pred":"tao:has_database_id","subj":"27","obj":"MESH:C000657245"}],"namespaces":[{"prefix":"Tax","uri":"https://www.ncbi.nlm.nih.gov/taxonomy/"},{"prefix":"MESH","uri":"https://id.nlm.nih.gov/mesh/"},{"prefix":"Gene","uri":"https://www.ncbi.nlm.nih.gov/gene/"},{"prefix":"CVCL","uri":"https://web.expasy.org/cellosaurus/CVCL_"}],"text":"Along with free open access education, strategies to aid learning generally fall into the following four areas.1. Consistency with the “status quo” using virtual platforms. Traditional radiology teaching stems from clinical “at the workstation” learning as well as didactic and case-based teaching. Continuing this approach virtually gives residents a sense of normalcy. Residents now read out with a dedicated teaching attending through a built-in chat function and virtual screen sharing. Daily didactic teaching is delivered virtually via Cisco WebEx (Milpitas, California), with residents logging in from their workstations.\nResidents can also host “virtual rounds” with clinicians on the floors. For example, senior residents lead pediatric intensive care unit rounds via video conferencing and screen sharing. Residents gather clinical information from the team and interpret or review radiographic findings. Even in this time of social distancing, residents add value by maintaining open lines of communication with referring teams, thereby improving workflow efficiency and patient management.\n2. Continuity of learning through innovative approaches. The key is to be creative and find innovative ways to meet resident educational needs without burdening radiologists who are trying to meet increasing clinical demands. For example, our neuroradiology section now sends out weekly articles (ie, radiographics) with accompanying multiple-choice questions that can be answered on a mobile device. In contrast, our abdominal imaging section hosts a virtual “body club” in which residents discuss body imaging cases encountered when on rotation or on call.\n3. Informatics: PACS database and radiologic-pathologic learning. Institutions should update their teaching files and accessible databases of existing cases for trainee review. By harnessing the power of informatics, a quick search of the PACS database can quickly identify COVID-19 cases, which could then be reviewed by residents and faculty to “train their eye” on the multimodality appearance of COVID-19 pneumonia. Radiology-pathology correlation can be streamlined by creating a module that sends automated e-mails once pathology or operative reports become available for imaging cases, thereby enhancing resident learning and improving accuracy.\n4. Residents as teachers. As medical schools transition to a virtual platform, radiology trainees can play a prominent role in teaching, particularly using imaging as a means to teach anatomy and disease pathology, possibly in an interdisciplinary setting. Perhaps a “virtual radiology elective” would offer students a structured learning platform."}

{"project":"LitCovid-PD-FMA-UBERON","denotations":[{"id":"T1","span":{"begin":1563,"end":1567},"obj":"Body_part"},{"id":"T2","span":{"begin":1601,"end":1605},"obj":"Body_part"},{"id":"T3","span":{"begin":2021,"end":2024},"obj":"Body_part"}],"attributes":[{"id":"A1","pred":"fma_id","subj":"T1","obj":"http://purl.org/sig/ont/fma/fma256135"},{"id":"A2","pred":"fma_id","subj":"T2","obj":"http://purl.org/sig/ont/fma/fma256135"},{"id":"A3","pred":"fma_id","subj":"T3","obj":"http://purl.org/sig/ont/fma/fma54448"}],"text":"Along with free open access education, strategies to aid learning generally fall into the following four areas.1. Consistency with the “status quo” using virtual platforms. Traditional radiology teaching stems from clinical “at the workstation” learning as well as didactic and case-based teaching. Continuing this approach virtually gives residents a sense of normalcy. Residents now read out with a dedicated teaching attending through a built-in chat function and virtual screen sharing. Daily didactic teaching is delivered virtually via Cisco WebEx (Milpitas, California), with residents logging in from their workstations.\nResidents can also host “virtual rounds” with clinicians on the floors. For example, senior residents lead pediatric intensive care unit rounds via video conferencing and screen sharing. Residents gather clinical information from the team and interpret or review radiographic findings. Even in this time of social distancing, residents add value by maintaining open lines of communication with referring teams, thereby improving workflow efficiency and patient management.\n2. Continuity of learning through innovative approaches. The key is to be creative and find innovative ways to meet resident educational needs without burdening radiologists who are trying to meet increasing clinical demands. For example, our neuroradiology section now sends out weekly articles (ie, radiographics) with accompanying multiple-choice questions that can be answered on a mobile device. In contrast, our abdominal imaging section hosts a virtual “body club” in which residents discuss body imaging cases encountered when on rotation or on call.\n3. Informatics: PACS database and radiologic-pathologic learning. Institutions should update their teaching files and accessible databases of existing cases for trainee review. By harnessing the power of informatics, a quick search of the PACS database can quickly identify COVID-19 cases, which could then be reviewed by residents and faculty to “train their eye” on the multimodality appearance of COVID-19 pneumonia. Radiology-pathology correlation can be streamlined by creating a module that sends automated e-mails once pathology or operative reports become available for imaging cases, thereby enhancing resident learning and improving accuracy.\n4. Residents as teachers. As medical schools transition to a virtual platform, radiology trainees can play a prominent role in teaching, particularly using imaging as a means to teach anatomy and disease pathology, possibly in an interdisciplinary setting. Perhaps a “virtual radiology elective” would offer students a structured learning platform."}

{"project":"LitCovid-PD-UBERON","denotations":[{"id":"T1","span":{"begin":2021,"end":2024},"obj":"Body_part"}],"attributes":[{"id":"A1","pred":"uberon_id","subj":"T1","obj":"http://purl.obolibrary.org/obo/UBERON_0000970"}],"text":"Along with free open access education, strategies to aid learning generally fall into the following four areas.1. Consistency with the “status quo” using virtual platforms. Traditional radiology teaching stems from clinical “at the workstation” learning as well as didactic and case-based teaching. Continuing this approach virtually gives residents a sense of normalcy. Residents now read out with a dedicated teaching attending through a built-in chat function and virtual screen sharing. Daily didactic teaching is delivered virtually via Cisco WebEx (Milpitas, California), with residents logging in from their workstations.\nResidents can also host “virtual rounds” with clinicians on the floors. For example, senior residents lead pediatric intensive care unit rounds via video conferencing and screen sharing. Residents gather clinical information from the team and interpret or review radiographic findings. Even in this time of social distancing, residents add value by maintaining open lines of communication with referring teams, thereby improving workflow efficiency and patient management.\n2. Continuity of learning through innovative approaches. The key is to be creative and find innovative ways to meet resident educational needs without burdening radiologists who are trying to meet increasing clinical demands. For example, our neuroradiology section now sends out weekly articles (ie, radiographics) with accompanying multiple-choice questions that can be answered on a mobile device. In contrast, our abdominal imaging section hosts a virtual “body club” in which residents discuss body imaging cases encountered when on rotation or on call.\n3. Informatics: PACS database and radiologic-pathologic learning. Institutions should update their teaching files and accessible databases of existing cases for trainee review. By harnessing the power of informatics, a quick search of the PACS database can quickly identify COVID-19 cases, which could then be reviewed by residents and faculty to “train their eye” on the multimodality appearance of COVID-19 pneumonia. Radiology-pathology correlation can be streamlined by creating a module that sends automated e-mails once pathology or operative reports become available for imaging cases, thereby enhancing resident learning and improving accuracy.\n4. Residents as teachers. As medical schools transition to a virtual platform, radiology trainees can play a prominent role in teaching, particularly using imaging as a means to teach anatomy and disease pathology, possibly in an interdisciplinary setting. Perhaps a “virtual radiology elective” would offer students a structured learning platform."}

{"project":"LitCovid-PD-MONDO","denotations":[{"id":"T6","span":{"begin":1935,"end":1943},"obj":"Disease"},{"id":"T7","span":{"begin":2061,"end":2069},"obj":"Disease"},{"id":"T8","span":{"begin":2070,"end":2079},"obj":"Disease"}],"attributes":[{"id":"A6","pred":"mondo_id","subj":"T6","obj":"http://purl.obolibrary.org/obo/MONDO_0100096"},{"id":"A7","pred":"mondo_id","subj":"T7","obj":"http://purl.obolibrary.org/obo/MONDO_0100096"},{"id":"A8","pred":"mondo_id","subj":"T8","obj":"http://purl.obolibrary.org/obo/MONDO_0005249"}],"text":"Along with free open access education, strategies to aid learning generally fall into the following four areas.1. Consistency with the “status quo” using virtual platforms. Traditional radiology teaching stems from clinical “at the workstation” learning as well as didactic and case-based teaching. Continuing this approach virtually gives residents a sense of normalcy. Residents now read out with a dedicated teaching attending through a built-in chat function and virtual screen sharing. Daily didactic teaching is delivered virtually via Cisco WebEx (Milpitas, California), with residents logging in from their workstations.\nResidents can also host “virtual rounds” with clinicians on the floors. For example, senior residents lead pediatric intensive care unit rounds via video conferencing and screen sharing. Residents gather clinical information from the team and interpret or review radiographic findings. Even in this time of social distancing, residents add value by maintaining open lines of communication with referring teams, thereby improving workflow efficiency and patient management.\n2. Continuity of learning through innovative approaches. The key is to be creative and find innovative ways to meet resident educational needs without burdening radiologists who are trying to meet increasing clinical demands. For example, our neuroradiology section now sends out weekly articles (ie, radiographics) with accompanying multiple-choice questions that can be answered on a mobile device. In contrast, our abdominal imaging section hosts a virtual “body club” in which residents discuss body imaging cases encountered when on rotation or on call.\n3. Informatics: PACS database and radiologic-pathologic learning. Institutions should update their teaching files and accessible databases of existing cases for trainee review. By harnessing the power of informatics, a quick search of the PACS database can quickly identify COVID-19 cases, which could then be reviewed by residents and faculty to “train their eye” on the multimodality appearance of COVID-19 pneumonia. Radiology-pathology correlation can be streamlined by creating a module that sends automated e-mails once pathology or operative reports become available for imaging cases, thereby enhancing resident learning and improving accuracy.\n4. Residents as teachers. As medical schools transition to a virtual platform, radiology trainees can play a prominent role in teaching, particularly using imaging as a means to teach anatomy and disease pathology, possibly in an interdisciplinary setting. Perhaps a “virtual radiology elective” would offer students a structured learning platform."}

{"project":"LitCovid-PD-CLO","denotations":[{"id":"T5","span":{"begin":350,"end":351},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T6","span":{"begin":399,"end":400},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T7","span":{"begin":438,"end":439},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T8","span":{"begin":1486,"end":1487},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T9","span":{"begin":1495,"end":1501},"obj":"http://purl.obolibrary.org/obo/OBI_0000968"},{"id":"T10","span":{"begin":1552,"end":1553},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T11","span":{"begin":1878,"end":1879},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T12","span":{"begin":2021,"end":2024},"obj":"http://www.ebi.ac.uk/efo/EFO_0000827"},{"id":"T13","span":{"begin":2144,"end":2145},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T14","span":{"begin":2373,"end":2374},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T15","span":{"begin":2421,"end":2422},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T16","span":{"begin":2481,"end":2482},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T17","span":{"begin":2579,"end":2580},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T18","span":{"begin":2631,"end":2632},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"}],"text":"Along with free open access education, strategies to aid learning generally fall into the following four areas.1. Consistency with the “status quo” using virtual platforms. Traditional radiology teaching stems from clinical “at the workstation” learning as well as didactic and case-based teaching. Continuing this approach virtually gives residents a sense of normalcy. Residents now read out with a dedicated teaching attending through a built-in chat function and virtual screen sharing. Daily didactic teaching is delivered virtually via Cisco WebEx (Milpitas, California), with residents logging in from their workstations.\nResidents can also host “virtual rounds” with clinicians on the floors. For example, senior residents lead pediatric intensive care unit rounds via video conferencing and screen sharing. Residents gather clinical information from the team and interpret or review radiographic findings. Even in this time of social distancing, residents add value by maintaining open lines of communication with referring teams, thereby improving workflow efficiency and patient management.\n2. Continuity of learning through innovative approaches. The key is to be creative and find innovative ways to meet resident educational needs without burdening radiologists who are trying to meet increasing clinical demands. For example, our neuroradiology section now sends out weekly articles (ie, radiographics) with accompanying multiple-choice questions that can be answered on a mobile device. In contrast, our abdominal imaging section hosts a virtual “body club” in which residents discuss body imaging cases encountered when on rotation or on call.\n3. Informatics: PACS database and radiologic-pathologic learning. Institutions should update their teaching files and accessible databases of existing cases for trainee review. By harnessing the power of informatics, a quick search of the PACS database can quickly identify COVID-19 cases, which could then be reviewed by residents and faculty to “train their eye” on the multimodality appearance of COVID-19 pneumonia. Radiology-pathology correlation can be streamlined by creating a module that sends automated e-mails once pathology or operative reports become available for imaging cases, thereby enhancing resident learning and improving accuracy.\n4. Residents as teachers. As medical schools transition to a virtual platform, radiology trainees can play a prominent role in teaching, particularly using imaging as a means to teach anatomy and disease pathology, possibly in an interdisciplinary setting. Perhaps a “virtual radiology elective” would offer students a structured learning platform."}

{"project":"LitCovid-PD-GO-BP","denotations":[{"id":"T2","span":{"begin":57,"end":65},"obj":"http://purl.obolibrary.org/obo/GO_0007612"},{"id":"T3","span":{"begin":245,"end":253},"obj":"http://purl.obolibrary.org/obo/GO_0007612"},{"id":"T4","span":{"begin":1119,"end":1127},"obj":"http://purl.obolibrary.org/obo/GO_0007612"},{"id":"T5","span":{"begin":1717,"end":1725},"obj":"http://purl.obolibrary.org/obo/GO_0007612"},{"id":"T6","span":{"begin":2281,"end":2289},"obj":"http://purl.obolibrary.org/obo/GO_0007612"},{"id":"T7","span":{"begin":2644,"end":2652},"obj":"http://purl.obolibrary.org/obo/GO_0007612"}],"text":"Along with free open access education, strategies to aid learning generally fall into the following four areas.1. Consistency with the “status quo” using virtual platforms. Traditional radiology teaching stems from clinical “at the workstation” learning as well as didactic and case-based teaching. Continuing this approach virtually gives residents a sense of normalcy. Residents now read out with a dedicated teaching attending through a built-in chat function and virtual screen sharing. Daily didactic teaching is delivered virtually via Cisco WebEx (Milpitas, California), with residents logging in from their workstations.\nResidents can also host “virtual rounds” with clinicians on the floors. For example, senior residents lead pediatric intensive care unit rounds via video conferencing and screen sharing. Residents gather clinical information from the team and interpret or review radiographic findings. Even in this time of social distancing, residents add value by maintaining open lines of communication with referring teams, thereby improving workflow efficiency and patient management.\n2. Continuity of learning through innovative approaches. The key is to be creative and find innovative ways to meet resident educational needs without burdening radiologists who are trying to meet increasing clinical demands. For example, our neuroradiology section now sends out weekly articles (ie, radiographics) with accompanying multiple-choice questions that can be answered on a mobile device. In contrast, our abdominal imaging section hosts a virtual “body club” in which residents discuss body imaging cases encountered when on rotation or on call.\n3. Informatics: PACS database and radiologic-pathologic learning. Institutions should update their teaching files and accessible databases of existing cases for trainee review. By harnessing the power of informatics, a quick search of the PACS database can quickly identify COVID-19 cases, which could then be reviewed by residents and faculty to “train their eye” on the multimodality appearance of COVID-19 pneumonia. Radiology-pathology correlation can be streamlined by creating a module that sends automated e-mails once pathology or operative reports become available for imaging cases, thereby enhancing resident learning and improving accuracy.\n4. Residents as teachers. As medical schools transition to a virtual platform, radiology trainees can play a prominent role in teaching, particularly using imaging as a means to teach anatomy and disease pathology, possibly in an interdisciplinary setting. Perhaps a “virtual radiology elective” would offer students a structured learning platform."}

{"project":"LitCovid-sentences","denotations":[{"id":"T10","span":{"begin":0,"end":113},"obj":"Sentence"},{"id":"T11","span":{"begin":114,"end":172},"obj":"Sentence"},{"id":"T12","span":{"begin":173,"end":298},"obj":"Sentence"},{"id":"T13","span":{"begin":299,"end":370},"obj":"Sentence"},{"id":"T14","span":{"begin":371,"end":490},"obj":"Sentence"},{"id":"T15","span":{"begin":491,"end":628},"obj":"Sentence"},{"id":"T16","span":{"begin":629,"end":700},"obj":"Sentence"},{"id":"T17","span":{"begin":701,"end":815},"obj":"Sentence"},{"id":"T18","span":{"begin":816,"end":914},"obj":"Sentence"},{"id":"T19","span":{"begin":915,"end":1101},"obj":"Sentence"},{"id":"T20","span":{"begin":1102,"end":1104},"obj":"Sentence"},{"id":"T21","span":{"begin":1105,"end":1158},"obj":"Sentence"},{"id":"T22","span":{"begin":1159,"end":1327},"obj":"Sentence"},{"id":"T23","span":{"begin":1328,"end":1502},"obj":"Sentence"},{"id":"T24","span":{"begin":1503,"end":1660},"obj":"Sentence"},{"id":"T25","span":{"begin":1661,"end":1663},"obj":"Sentence"},{"id":"T26","span":{"begin":1664,"end":1726},"obj":"Sentence"},{"id":"T27","span":{"begin":1727,"end":1837},"obj":"Sentence"},{"id":"T28","span":{"begin":1838,"end":2080},"obj":"Sentence"},{"id":"T29","span":{"begin":2081,"end":2313},"obj":"Sentence"},{"id":"T30","span":{"begin":2314,"end":2316},"obj":"Sentence"},{"id":"T31","span":{"begin":2317,"end":2339},"obj":"Sentence"},{"id":"T32","span":{"begin":2340,"end":2570},"obj":"Sentence"},{"id":"T33","span":{"begin":2571,"end":2662},"obj":"Sentence"}],"namespaces":[{"prefix":"_base","uri":"http://pubannotation.org/ontology/tao.owl#"}],"text":"Along with free open access education, strategies to aid learning generally fall into the following four areas.1. Consistency with the “status quo” using virtual platforms. Traditional radiology teaching stems from clinical “at the workstation” learning as well as didactic and case-based teaching. Continuing this approach virtually gives residents a sense of normalcy. Residents now read out with a dedicated teaching attending through a built-in chat function and virtual screen sharing. Daily didactic teaching is delivered virtually via Cisco WebEx (Milpitas, California), with residents logging in from their workstations.\nResidents can also host “virtual rounds” with clinicians on the floors. For example, senior residents lead pediatric intensive care unit rounds via video conferencing and screen sharing. Residents gather clinical information from the team and interpret or review radiographic findings. Even in this time of social distancing, residents add value by maintaining open lines of communication with referring teams, thereby improving workflow efficiency and patient management.\n2. Continuity of learning through innovative approaches. The key is to be creative and find innovative ways to meet resident educational needs without burdening radiologists who are trying to meet increasing clinical demands. For example, our neuroradiology section now sends out weekly articles (ie, radiographics) with accompanying multiple-choice questions that can be answered on a mobile device. In contrast, our abdominal imaging section hosts a virtual “body club” in which residents discuss body imaging cases encountered when on rotation or on call.\n3. Informatics: PACS database and radiologic-pathologic learning. Institutions should update their teaching files and accessible databases of existing cases for trainee review. By harnessing the power of informatics, a quick search of the PACS database can quickly identify COVID-19 cases, which could then be reviewed by residents and faculty to “train their eye” on the multimodality appearance of COVID-19 pneumonia. Radiology-pathology correlation can be streamlined by creating a module that sends automated e-mails once pathology or operative reports become available for imaging cases, thereby enhancing resident learning and improving accuracy.\n4. Residents as teachers. As medical schools transition to a virtual platform, radiology trainees can play a prominent role in teaching, particularly using imaging as a means to teach anatomy and disease pathology, possibly in an interdisciplinary setting. Perhaps a “virtual radiology elective” would offer students a structured learning platform."}

{"project":"LitCovid-PD-HP","denotations":[{"id":"T1","span":{"begin":1677,"end":1681},"obj":"Phenotype"},{"id":"T2","span":{"begin":1900,"end":1904},"obj":"Phenotype"},{"id":"T3","span":{"begin":2070,"end":2079},"obj":"Phenotype"}],"attributes":[{"id":"A1","pred":"hp_id","subj":"T1","obj":"http://purl.obolibrary.org/obo/HP_0006699"},{"id":"A2","pred":"hp_id","subj":"T2","obj":"http://purl.obolibrary.org/obo/HP_0006699"},{"id":"A3","pred":"hp_id","subj":"T3","obj":"http://purl.obolibrary.org/obo/HP_0002090"}],"text":"Along with free open access education, strategies to aid learning generally fall into the following four areas.1. Consistency with the “status quo” using virtual platforms. Traditional radiology teaching stems from clinical “at the workstation” learning as well as didactic and case-based teaching. Continuing this approach virtually gives residents a sense of normalcy. Residents now read out with a dedicated teaching attending through a built-in chat function and virtual screen sharing. Daily didactic teaching is delivered virtually via Cisco WebEx (Milpitas, California), with residents logging in from their workstations.\nResidents can also host “virtual rounds” with clinicians on the floors. For example, senior residents lead pediatric intensive care unit rounds via video conferencing and screen sharing. Residents gather clinical information from the team and interpret or review radiographic findings. Even in this time of social distancing, residents add value by maintaining open lines of communication with referring teams, thereby improving workflow efficiency and patient management.\n2. Continuity of learning through innovative approaches. The key is to be creative and find innovative ways to meet resident educational needs without burdening radiologists who are trying to meet increasing clinical demands. For example, our neuroradiology section now sends out weekly articles (ie, radiographics) with accompanying multiple-choice questions that can be answered on a mobile device. In contrast, our abdominal imaging section hosts a virtual “body club” in which residents discuss body imaging cases encountered when on rotation or on call.\n3. Informatics: PACS database and radiologic-pathologic learning. Institutions should update their teaching files and accessible databases of existing cases for trainee review. By harnessing the power of informatics, a quick search of the PACS database can quickly identify COVID-19 cases, which could then be reviewed by residents and faculty to “train their eye” on the multimodality appearance of COVID-19 pneumonia. Radiology-pathology correlation can be streamlined by creating a module that sends automated e-mails once pathology or operative reports become available for imaging cases, thereby enhancing resident learning and improving accuracy.\n4. Residents as teachers. As medical schools transition to a virtual platform, radiology trainees can play a prominent role in teaching, particularly using imaging as a means to teach anatomy and disease pathology, possibly in an interdisciplinary setting. Perhaps a “virtual radiology elective” would offer students a structured learning platform."}

{"project":"LitCovid-PMC-OGER-BB","denotations":[{"id":"T11","span":{"begin":57,"end":65},"obj":"GO:0007612"},{"id":"T12","span":{"begin":245,"end":253},"obj":"GO:0007612"},{"id":"T13","span":{"begin":746,"end":755},"obj":"CL:0002495"},{"id":"T14","span":{"begin":756,"end":760},"obj":"CL:0002486"},{"id":"T15","span":{"begin":1119,"end":1127},"obj":"GO:0007612"},{"id":"T16","span":{"begin":1520,"end":1529},"obj":"UBERON:0000916"},{"id":"T17","span":{"begin":1717,"end":1725},"obj":"GO:0007612"},{"id":"T18","span":{"begin":1935,"end":1943},"obj":"SP_7"},{"id":"T19","span":{"begin":2021,"end":2024},"obj":"UBERON:0000970"},{"id":"T20","span":{"begin":2061,"end":2069},"obj":"SP_7"},{"id":"T21","span":{"begin":2281,"end":2289},"obj":"GO:0007612"},{"id":"T22","span":{"begin":2498,"end":2505},"obj":"UBERON:0001062"},{"id":"T23","span":{"begin":2644,"end":2652},"obj":"GO:0007612"},{"id":"T52746","span":{"begin":57,"end":65},"obj":"GO:0007612"},{"id":"T97119","span":{"begin":245,"end":253},"obj":"GO:0007612"},{"id":"T58377","span":{"begin":746,"end":755},"obj":"CL:0002495"},{"id":"T27089","span":{"begin":756,"end":760},"obj":"CL:0002486"},{"id":"T52057","span":{"begin":1119,"end":1127},"obj":"GO:0007612"},{"id":"T93509","span":{"begin":1520,"end":1529},"obj":"UBERON:0000916"},{"id":"T52423","span":{"begin":1717,"end":1725},"obj":"GO:0007612"},{"id":"T72763","span":{"begin":1935,"end":1943},"obj":"SP_7"},{"id":"T8525","span":{"begin":2021,"end":2024},"obj":"UBERON:0000970"},{"id":"T20027","span":{"begin":2061,"end":2069},"obj":"SP_7"},{"id":"T51441","span":{"begin":2281,"end":2289},"obj":"GO:0007612"},{"id":"T73783","span":{"begin":2498,"end":2505},"obj":"UBERON:0001062"},{"id":"T53298","span":{"begin":2644,"end":2652},"obj":"GO:0007612"}],"text":"Along with free open access education, strategies to aid learning generally fall into the following four areas.1. Consistency with the “status quo” using virtual platforms. Traditional radiology teaching stems from clinical “at the workstation” learning as well as didactic and case-based teaching. Continuing this approach virtually gives residents a sense of normalcy. Residents now read out with a dedicated teaching attending through a built-in chat function and virtual screen sharing. Daily didactic teaching is delivered virtually via Cisco WebEx (Milpitas, California), with residents logging in from their workstations.\nResidents can also host “virtual rounds” with clinicians on the floors. For example, senior residents lead pediatric intensive care unit rounds via video conferencing and screen sharing. Residents gather clinical information from the team and interpret or review radiographic findings. Even in this time of social distancing, residents add value by maintaining open lines of communication with referring teams, thereby improving workflow efficiency and patient management.\n2. Continuity of learning through innovative approaches. The key is to be creative and find innovative ways to meet resident educational needs without burdening radiologists who are trying to meet increasing clinical demands. For example, our neuroradiology section now sends out weekly articles (ie, radiographics) with accompanying multiple-choice questions that can be answered on a mobile device. In contrast, our abdominal imaging section hosts a virtual “body club” in which residents discuss body imaging cases encountered when on rotation or on call.\n3. Informatics: PACS database and radiologic-pathologic learning. Institutions should update their teaching files and accessible databases of existing cases for trainee review. By harnessing the power of informatics, a quick search of the PACS database can quickly identify COVID-19 cases, which could then be reviewed by residents and faculty to “train their eye” on the multimodality appearance of COVID-19 pneumonia. Radiology-pathology correlation can be streamlined by creating a module that sends automated e-mails once pathology or operative reports become available for imaging cases, thereby enhancing resident learning and improving accuracy.\n4. Residents as teachers. As medical schools transition to a virtual platform, radiology trainees can play a prominent role in teaching, particularly using imaging as a means to teach anatomy and disease pathology, possibly in an interdisciplinary setting. Perhaps a “virtual radiology elective” would offer students a structured learning platform."}