Radiology education is challenged by increasing clinical workloads, limiting trainee supervision time and hindering real-time feedback. Large language models (LLMs) can enhance radiology education by providing real-time guidance, feedback, and educational resources while supporting efficient clinical workflows. We present an interpretation-centric framework for integrating LLMs into radiology education subdivided into distinct phases spanning pre-dictation preparation, active dictation support, and post-dictation analysis.

Artificial intelligence has become an impressive force manifesting itself in the radiology field, improving workflows, and influencing clinical decision-making. With this increasing presence, a closer look at how residents can be properly exposed to this technology is needed. Within this paper, we aim to discuss the three pillars central to a trainee’s experience including education on AI, AI-Education tools, and clinical implementation of AI. An already overcrowded clinical residency curricula makes little room for a thorough AI education; the challenge of which may be overcome through longitudinal distinct educational tracks during residency or external courses offered through a variety of societies.

Given time and resource constraints in academic medical centers, creation of near peer mentoring opportunities has advantages for all individual and department stakeholders. However, many residents may feel unprepared and uncomfortable when asked to participate in these interactions. After reviewing available literature, advantages for incorporation of near peer mentoring and a suggested framework for incorporation of a mentoring curriculum into residency is provided.