Learning, technology and intellectual property: a survey of the philosophies and preferences of our trainees and peers

Background Increasing workloads threaten the quality of teaching in academic radiology practices. There is a wealth of unfiltered educational resources for radiology on the internet. As a digital native, today’s radiology trainee may have differing opinions from teachers about learning and intellectual property. Objective To identify the preferences and philosophies regarding learning, technology and intellectual property toward the future development of an innovative radiology curriculum. Materials and methods An electronic survey with 22 questions was sent to 2,010 members of the Society for Pediatric Radiology and 100 radiology trainees. Results Three hundred sixty-one of the 2,110 surveys were returned. All questions were completed in 342 surveys. Fifty-three respondents were trainees (residents and fellows) and 289 respondents were radiologists (teachers). Time needed for a single learning activity in both groups is