Objective: This study aims to assess the current trends in remote and flexible work models in radiology, evaluate their perceived impact on radiologists' well-being, and explore the importance of these options in shaping employment decisions. Methods: A voluntary, anonymous survey was sent to 981 members of the Association of Academic Radiologists (AAR) in April 2024. Descriptive statistics were used to analyze demographics and trends in remote and flexible work participation. Statistical tests, including chi-square and Fisher's exact test, were employed to assess differences in perceptions based on gender and career stage. Responses from openended questions were analyzed to identify common themes and solutions related to remote and flexible work. Results: A total of 205 respondents answered the survey resulting in a response rate of 20.9%. 91.8% of respondents reported that their institution offered remote work options, with 73% participating in remote work. The top benefits included improved work-life balance, flexibility, and reduced commute time. Hybrid work models were preferred by 79% of respondents, and 89% of those participating in remote work reported increased well-being. Flexible scheduling was offered to 46.4% of respondents, with 91% reporting an increase in well-being from these options. Remote and flexible work options were viewed as important in employment decisions by 68-70% of respondents. Gender and career stage: Significant differences emerged in the perceived benefits of remote and flexible work, with female radiologists and early- to mid-career radiologists reporting greater benefits related to work-life balance and caregiving responsibilities. Conclusion: Remote and flexible work models in radiology are increasingly available and positively impact radiologists' well-being and job satisfaction. The study highlights the importance of these options, especially for early-career and female radiologists. Addressing the challenges of remote work can further optimize these work models, promoting retention, diversity, and workforce sustainability in radiology.

Physician burnout is a global healthcare crisis which has been compounded by the recent coronavirus disease 2019 (COVID-19) pandemic. Drivers of physician burnout include excessive workloads, inefficient work environments, lack of autonomy, work-home conflicts, and lack of organizational support. The consequences of physician burnout are great, with impact on patient care, physician health and engagement, and healthcare systems and organizations (1). Radiologists report higher levels of burnout than physicians in many other specialties (2,3).

Rationale and Objectives Physician wellness and burnout mitigation strategies have become priority practices in recent years. Despite these efforts, however, physicians living with the psychological effects of the current COVID-19 global pandemic, political stressors, and social injustices, face ever increasing threats to their personal and professional well-being. This manuscript investigates the process of storytelling as a self-care practice for radiologists. Materials and Methods The AUR Well Being Ad-Hoc Committee introduced and approved Storytelling Geek Week, a virtual workshop held by The Moth, a Peabody award-winning storytelling nonprofit group. Nineteen AUR members applied and were selected for participation in the workshop which occurred over 5 days in November 2020. Anonymous electronic surveys were sent to participants before and after the workshop to gather feedback on their experience. Results Of the 19 AUR member participants, 12 (63%) completed the pre-workshop survey and 8 (42%) completed the post-workshop survey. Participant current state of well-being was found to be increased between the pre- and post-course surveys, with a statistically significant adjusted P-value of 0.017. All 8 post-workshop respondents reported that they would recommend the workshop to others. With regard to how participation in the workshop impacted their wellbeing, representative free text responses include, “helped with processing emotions,” and “felt more connected to strangers.” Regarding shifts in perspective as a result of workshop participation, representative free text responses include, “more empathetic” and “started focusing on hope and gratitude rather than sadness and anxiety.” Conclusion Participants in a storytelling workshop reported a positive impact on their perceived sense of well-being. Respondents also reports shifts in their sense of empathy and connectedness to others. This type of intervention may help to mitigate burnout and build community during challenging times.

Introduction/Background Large core needle breast biopsies (LCNBs) are performed with a variety of guidance Methods including mammography, ultrasound and Magnetic Resonance Imaging. Biopsies are performed to evaluate indeterminate imaging findings which carry a greater than 3% risk of malignancy. LCNBs are sometimes performed with palpation guidance to evaluate a mass, but image guidance is more typically the standard of care. Multiple studies have shown that image guided LCNB has accuracy similar to surgical biopsy and is a less costly procedure with better surgical outcomes. Ultrasound guided breast biopsy requires competency in breast ultrasound, patient positioning, sterile technique, effective use of local anesthesia, as well as more general skills such as dexterity, and interpersonal communication. The type of biopsy performed depends on the visibility on different imaging modalities as well as size and location of the lesion. The degree of radiology resident exposure to this procedure and training is inconsistent. Additionally, due to the efficiency required in breast imaging, the time allotted for the procedure makes it unlikely that residents will be adequately trained during the course of their residency. All image-guided procedures require high-level psychomotor skills that are difficult to teach on patients in the clinical setting. For ultrasound guided biopsies, breast ultrasound models are available on the market or can be made with gelatin or other meat products. However, we have found they are not ideal for simulating all the skills needed to learn image guided needle biopsy techniques. There are key learning objectives which are missing such as sterile technique, the use of local anesthesia, patient positioning and patient interactions. Additionally, the critical understanding of avoiding adjacent anatomic structures such as the pectoralis muscle, ribs, and thoracic structures are not well demonstrated with models that are simply placed on a table. During the development of an imaging directed specifically ultrasound guided, breast biopsy curriculum, our radiology residency program sought to use simulation to teach all aspects of the procedure. This necessitated the development of a full body model with anatomically accurately positioned breast models. The breast model needed to be amenable to the use of ultrasound, with multiple lesions that could be visualized. Additionally, the models had to accommodate multiple different ultrasound guided biopsy devices, be affordable and be durable enough to allow many training sessions. A full-body simulator was engineered that met the above criteria. Methods The Blue Phantom Breast Biopsy Ultrasound Training Model was the breast biopsy model selected, as it has more than a dozen visible lesions varying in size from 4mm to 11mm. The variety of the lesions and their locations requires trainees to determine patient positioning, lesion approach, and skilled use of the ultrasound transducer to allow selection of the appropriate biopsy device. The breast biopsy model also allowed trainees to practice adequate lesion anesthesia. The Laerdal Resusci Anne full body basic CPR manikin was the body selected for the construction. Incisions were made in the mannequin’s skin to facilitate placement of the breast biopsy model in an anatomically accurate location. Once assembled, the manikin was tested to reduce refraction and improve quality of hyperechoic or hypoechoic lesions. Results: Conclusion The creation and engineering of this manikin allows safe training and practice in a variety of clinical scenarios. While our program targeted the training of residents, other possible settings exist for the use of this model. The model, known as Mae, is portable and low-tech, which provides benefits such as facilitating self-directed learning, mastery assessment and outreach to under-resourced environments such as Uganda, Ghana, and Haiti. References 1. T. Uematsu: How to choose needles and probes for ultrasonographically guided percutaneous breast biopsy; a systemic approach. Breast Cancer Jul 2012. 2. Hassard MK, McCurdy Ll, Williams JC, Downey DB: Training module to teach ultrasound-guided breast biopsy skills to residents improves accuracy. Can Assoc Radiol J 2003 Jun. 3. Accuracy of ultrasound-guided, large core needle breast biopsy. Eur Radiol 2008 Sep. Disclosures None.