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Rationale and Objectives: Engaging medical students during a radiology course can be challenging. We sought a way to actively engage students with live cases, allow them to interact with the picture archiving and communication system workstation, and experience what it is like to be a radiologist., Materials and Methods: Medical students enrolled in one of three radiology courses between May 2016 and June 2017 were eligible. The "Look Ahead" technique is as follows: a preceptor identifies several nonurgent imaging studies and allows the students to view the images first and make independent observations and conclusions. When ready, the students present their findings, receive feedback, and observe the preceptor generate a final report. Students completed the postcourse survey comparing the "Look Ahead" technique with the current standard (observing a preceptor interpret imaging studies with accompanying teaching points)., Results: Thirty-four (56.7%) of 60 potential respondents completed the postcourse survey. Of these 34, 24 (70.6%) reported at least one reading room case (mean 4.6) in which the technique was employed, with a mean of 2.4 unique preceptors. When compared to the current standard (0 = not to 100 = very interested/engaged/valuable/memorable), the "Look Ahead" technique was associated with increased student-reported interest (92.5 vs 75.1, p < 0.01), engagement (94.0 vs 70.3, p < 0.01), educational value (92.5 vs 73.2, p < 0.01), memorability of the case (88.5 vs 73.2, p < 0.01) and of accompanying teaching points (90.1 vs 76.7, p < 0.01)., Conclusion: The "Look Ahead" technique is a meaningful and engaging teaching method, which students find "interesting," "valuable," and "memorable.", (Copyright © 2020 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.)

Rationale and Objectives: The aim of this study was to explore the reliability of osteopenia diagnosis based on digital radiographs of appendicular skeleton obtained as part of routine clinical practice as compared with dual-energy x-ray absorptiometry (DEXA) gold standard (Z-score <-1)., Materials and Methods: The study was an institutional review board-approved retrospective study of 58 children (mean age 12 years [4-18]). Digital radiographs of appendicular skeleton obtained within 6 months of DEXA scanning were presented in a blinded fashion to two musculoskeletal radiologists who were instructed to grade the level of mineralization. Sensitivity and specificity of each reviewer's osteopenia grading were calculated in comparison to lumbar DEXA Z-score values. Interobserver agreement was also calculated and significance evaluated with Bowker's test., Results: The reviewers correctly identified 28% of all patients with severe osteopenia (Z-score ≤-2.0) as well as 26% of all patients with mild osteopenia (-2< Z-score <-1). Interobserver agreement for the correct diagnosis of bone mineral density (BMD) category ranged from 71% for normal BMD (Z-score >-1) to 0 and 25% for mild and severe osteopenia respectively., Conclusions: Visual diagnosis of osteopenia based on digital radiographs of appendicular skeleton has poor sensitivity and interobserver agreement. Clinical features and risk factors of pediatric patients should therefore guide DEXA evaluation and treatment recommendations., (Copyright © 2011 AUR. Published by Elsevier Inc. All rights reserved.)