One-week MESH curriculum improves residents’ innovation knowledge
Full citation: Succi MD, Zamarron BF, Fintelmann FJ, Andriole KP, Ottensmeyer MP, Whitehead DC, Harris GJ, McLoud TC, Brink JA, Gee MS, Uppot RN. Initial Experience Integrating a Hands-On Innovation Curriculum Into a Radiology Residency Program and Department. Journal of the American College of Radiology. 2020;17(10):1329-1333. doi:10.1016/j.jacr.2020.04.020
Online first: May 16, 2020.
A new study from IO Lab finds that residents improved their innovation knowledge after completing a one-week, hands-on curriculum. The study, published in the Journal of the American College of Radiology, evaluates an early implementation of MESH Core at Massachusetts General Hospital. Participants also reported greater comfort with skills needed to develop a medical invention.
Twenty residents took part during 2018 and 2019. Eighteen trained in radiology, one in surgery and one in emergency medicine. They attended in six small cohorts, allowing the course to combine instruction with practical work. Topics included three-dimensional printing, prototyping, business planning, intellectual property and the steps involved in taking an idea toward clinical use.
The researchers assessed participants with the same 21-question knowledge test before and after the course. Median scores increased from 52% to 88%, a statistically significant improvement. The assessment covered material taught during the program, offering a direct measure of what participants could answer immediately after instruction.
Participants also completed surveys about their confidence and experience. They reported improved comfort across the practical innovation topics assessed. All twenty rated the course five out of five. These responses indicate that the participating residents valued the experience, while the test results provide a separate measure of short-term learning.
The curriculum addresses a familiar problem in medical training: clinicians may identify an unmet need without knowing how to evaluate or develop a solution. Structured time with engineering tools and experienced instructors gives trainees a chance to practice those steps. It also introduces decisions about feasibility, ownership and implementation before a project moves further.
The findings come from a small, voluntary program at one academic center. Residents who chose the elective may have had greater interest in innovation than other trainees. The study did not include a comparison group or establish whether knowledge gains persisted. Repeating the same test may also influence performance. Access to specialist instructors and prototyping resources could affect how easily another hospital adopts the course.
The results support further evaluation of practical innovation education within residency. Longer follow-up could examine retained knowledge, continued project involvement and the quality of inventions developed. For now, the study provides evidence that a short, organized course can improve immediate knowledge among participating residents and a curriculum that other training programs can examine.