To understand the overall challenges and interest in curriculum development, it is important to fi rst understand the changes in medical training over the past two decades. In the past, medical students would select a year of internship that usually involved circulating through multiple clinical rotations prior to entering a 4-year radiology residency program. There was no CaRMS match, and the number of applicants for the few residency positions in radiology was low. Residents were referred to

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... y their training year; R1-4 to refl ect their 4-year training program. From the 1970s up to early 1980s, most radiology programs did not have separate rotations during the fi rst year and residents were based at a single hospital rotation for 6-12 months performing general radiology. With the advances in cross-sectional imaging and the introduction of ultrasound and computed tomography in the 1980s, radiology programs introduced core rotations based on monthly changes with some rotations taking up to 2-4 months. The introduction of magnetic resonance imaging and more invasive technology with angiography/interventional radiology contributed to the expansion of the rotations. As a result, many of the early rotations were so-called modality-based, concentrating on training of a single technology for the month. By the late 1980s and 1990s, with the change to postgraduate training for all physicians including family medicine, the traditional internship year became part of the radiology residency program and residency programs were now considered to be for 5 years (including the internship year as a residency year). Residents are now designated as PGY 1-5 (PGY: post graduate year). Although by itself, this did not really change the number of total years an individual physician participates in training, the change did result in medical students having to make their decision to apply for residency training during their fourth year of medical