Abstract
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Objectives: PET/CT imaging is widely used in staging, monitoring response to therapy, and determining prognosis of head and neck cancer. Mastering and understanding the lymph node anatomy of the neck and correctly identifying nodal classification on cross-sectional imaging is essential for providing accurate staging of disease. Neck nodal anatomy on cross sectional imaging can be complex for radiology residents. We demonstrate the utilization of a clay learning model to facilitate the active learning process to acquire these diagnostic skills in resident physicians.
Methods: Nuclear and Radiology residents are recruited to participate in a learning exercise of making clay models corresponding withcross-sectional images at various cervical levels with each nodal group being represented by a specific color.Landmark organs are incorporated in the arrangements using a single color of clay. The detailed anatomy of the soft tissue of the neck is reviewed during this exercise. In conjunction, we discuss the types of head and neck cancer, their nodal pattern of spread and current PET/CT staging guidelines will be reviewed.
Results: Clay modeling helps improve residents' understanding of the tomographic relationships among the structures of the neck and their relationships to the different lymph node groups. It is a new learning method that breaks up routine learning patterns and allows residents to be more actively engaged in studying the cross-sectional neck nodal anatomy.
Conclusion: Clay modeling of cross-sectional neck nodal anatomy is an effective and inexpensive learning tool. It allows residents to take an active learning approach in acquiring the diagnostic skills necessary for understanding neck nodal anatomy and staging as performed during the routine interpretation of PET-CT examinations. Residents actively work with the clay models to learn and understand nodal stations and the staging of head and neck cancer. They have improved understanding of various staging guidelines. This active method of learning is a new method to improve the education process. Ultimately, with improved understanding, this knowledge enhances enhances patient care. Research Support: n/a