Description

All radiology trainees learn practical techniques in
interventional radiology, the extent depending on whether
their aim is to be an interventionist or an imager. There are,
however, political and logistical pressures to reduce the time
available to train, while imaging advances have all but
eliminated the need for invasive diagnostic imaging, the
traditional learning environment for interventional skills.
In the wings, exciting new technologies using virtual reality
are poised to offer training alternatives, yet their assimilation
into curricula requires planning in relation to the educational
methodology used, as well as fundamental proof of training
efficacy. This article examines some aspects of medical
education and assessment, the developing technology of
virtual reality, and how this might be applied to the training
of today and the future.