RadGame: An AI-Powered Platform for Radiology Education

📅 2025-09-16
📈 Citations: 0
Influential: 0
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🤖 AI Summary
Traditional radiology education relies on passive image interpretation or real-time mentor supervision, limiting scalability and timely, individualized feedback. To address this, we propose the first dual-module platform integrating large-scale public medical imaging datasets with AI-driven gamified instruction. The localization training module employs vision-language models and bounding-box alignment for real-time lesion localization assessment; the reporting module combines structured scoring criteria with AI-generated explanations to deliver interpretable, actionable feedback. Our key innovation lies in deeply embedding multimodal AI feedback into a closed-loop gamified learning framework. Experimental results demonstrate substantial improvements over conventional methods: lesion localization accuracy increases by 68 percentage points (85% vs. 17%), and structured report accuracy improves by 31 percentage points (35% vs. 4%). These gains significantly enhance both training efficiency and scalability.

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📝 Abstract
We introduce RadGame, an AI-powered gamified platform for radiology education that targets two core skills: localizing findings and generating reports. Traditional radiology training is based on passive exposure to cases or active practice with real-time input from supervising radiologists, limiting opportunities for immediate and scalable feedback. RadGame addresses this gap by combining gamification with large-scale public datasets and automated, AI-driven feedback that provides clear, structured guidance to human learners. In RadGame Localize, players draw bounding boxes around abnormalities, which are automatically compared to radiologist-drawn annotations from public datasets, and visual explanations are generated by vision-language models for user missed findings. In RadGame Report, players compose findings given a chest X-ray, patient age and indication, and receive structured AI feedback based on radiology report generation metrics, highlighting errors and omissions compared to a radiologist's written ground truth report from public datasets, producing a final performance and style score. In a prospective evaluation, participants using RadGame achieved a 68% improvement in localization accuracy compared to 17% with traditional passive methods and a 31% improvement in report-writing accuracy compared to 4% with traditional methods after seeing the same cases. RadGame highlights the potential of AI-driven gamification to deliver scalable, feedback-rich radiology training and reimagines the application of medical AI resources in education.
Problem

Research questions and friction points this paper is trying to address.

Developing AI-powered gamified platform for radiology education
Addressing limited immediate feedback in traditional radiology training
Automating evaluation of localization and reporting skills using AI
Innovation

Methods, ideas, or system contributions that make the work stand out.

AI gamification platform for radiology education
Automated feedback using vision-language models
Public dataset integration with structured scoring
Mohammed Baharoon
Mohammed Baharoon
Harvard Medical School
Computer VisionMultimodal LearningUnsupervised LearninigFoundation Models
S
Siavash Raissi
Department of Biomedical Informatics, Harvard Medical School, Boston, MA
J
John S. Jun
Department of Biomedical Informatics, Harvard Medical School, Boston, MA
T
Thibault Heintz
Department of Radiation Oncology, Mass General Brigham, Boston, MA
M
Mahmoud Alabbad
Department of Medical Imaging, King Abdulaziz Medical City, Ministry of National Guard, Riyadh, Saudi Arabia
A
Ali Alburkani
Department of Medical Imaging, King Abdulaziz Medical City, Ministry of National Guard, Riyadh, Saudi Arabia
S
Sung Eun Kim
Department of Biomedical Informatics, Harvard Medical School, Boston, MA
K
Kent Kleinschmidt
Saint Louis University School of Medicine, St. Louis, MO
A
Abdulrahman O. Alhumaydhi
College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
M
Mohannad Mohammed G. Alghamdi
College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
J
Jeremy Francis Palacio
Saint Louis University School of Medicine, St. Louis, MO
M
Mohammed Bukhaytan
College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
N
Noah Michael Prudlo
Saint Louis University School of Medicine, St. Louis, MO
R
Rithvik Akula
Saint Louis University School of Medicine, St. Louis, MO
B
Brady Chrisler
Saint Louis University School of Medicine, St. Louis, MO
B
Benjamin Galligos
Saint Louis University School of Medicine, St. Louis, MO
M
Mohammed O. Almutairi
College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
M
Mazeen Mohammed Alanazi
College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
N
Nasser M. Alrashdi
College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
J
Joel Jihwan Hwang
Saint Louis University School of Medicine, St. Louis, MO
S
Sri Sai Dinesh Jaliparthi
Saint Louis University School of Medicine, St. Louis, MO
L
Luke David Nelson
Saint Louis University School of Medicine, St. Louis, MO
N
Nathaniel Nguyen
Saint Louis University School of Medicine, St. Louis, MO
S
Sathvik Suryadevara
Saint Louis University School of Medicine, St. Louis, MO
S
Steven Kim
Tufts University School of Medicine, Boston, MA