Seeing the Unseen: Redefining Radiology for the Next Generation
In a world where many people consume new information online through videos and memes, students may get their first exposure to the field of radiology through pop culture and social media rather than through classrooms or textbooks. Parody social media accounts often show isolated radiologists poring over glowing scans in a dark room down winding hallways deep in the hospital, while medical dramas often eliminate radiologists altogether with fictional doctors who single-handedly run labs, read scans, prep patients, and perform surgery within the span of an hour.
This gap between perception and reality is what motivated Lindsey Negrete, MD, and Richa Patel, MD, both Clinical Assistant Professors of Radiology (Body Imaging division), to show radiology to Stanford University undergraduate students through an Introductory Seminar (IntroSem).
Dr. Lindsey Negrete (left)
Dr. Richa Patel (right)
For Dr. Negrete, the course represented a return to her own undergraduate experience at Stanford University, where her IntroSem left a last impression years after its conclusion. Now, she’s back on Stanford’s campus helping design the kind of learning experience she once benefited from. Dr. Negrete’s path into radiology was rather indirect. She originally considered pediatrics, infectious disease, and orthopedics before being drawn to radiology and the idea of being the “doctor’s doctor” – someone that other clinicians turn to for clarity.
Dr. Patel’s journey into radiology began in almost the opposite fashion. Coming from a family of neuroradiologists, she initially resisted the idea of following in their footsteps and insisted that she wanted to be a doctor who was “patient facing”. But after an undergraduate research experience where she followed stroke patients from the emergency department to imaging and then the reading room, she couldn’t deny the engaging diagnostic component of radiology and using hints on a screen in a discussion with an entire team.
Together, Dr. Negrete and Dr. Patel led the IntroSem called “See the Unseen: How Radiology Uncovers Cancer.” Their goal wasn’t to sell students specifically on radiology, but to debunk some of the stereotypes and myths they encountered during their journeys and show how medicine is collaborative.
Unlike traditional lectures, Stanford University IntroSems are limited to freshmen and sophomore undergraduates, involving a competitive application where only 15 students are selected each quarter from over 200 applications. The immersive, discussion-based courses offer a way for students to become familiar with a discipline without going through survey classes or preliminary materials first.
At the heart of their IntroSem was the simple but powerful idea that radiology touches every part of medicine. “Medicine may be taught in silos,” Drs. Negrete and Patel told their students, “but in practice, it is a team sport.” By showing how radiologists shapes nearly every step of a patient’s journey, including how, when, and even whether patients receive treatment, they reveal how radiologists remain deeply connected to patient care. “Every image is a patient,” Dr. Negrete remarked, “compassion doesn’t disappear just because the work happens at a workstation instead of at the bedside.” In fact, imaging guides decisions across every specialty, from cancer care to chronic disease management and emergency medicine.
“Radiology was a field I was mostly unfamiliar with, and thanks to this class, I learned why radiologists are referred to as a "doctor's doctor." I especially enjoyed shadowing in the hospital and seeing how radiologists and other specialists interact to provide high-quality care.”
-Catherine Erol, Stanford University Class of 2028
One aspect of the IntroSem course was more creative, allowing the students to learn about radiology from the patient’s perspective. During the 10-week course, the students heard from doctors who have been patients themselves and how radiology played a role in their care. Dr. Negrete emphasized how the humanism of radiology is so important and that she wanted to jumpstart that experience early to show how if you preserve the humanistic side of yourself as a doctor and do what’s right for your patient, then everything else falls second.
Just as importantly, the seminar expanded the students’ understanding of what radiology has become. Beyond clinical imaging, radiology now includes artificial intelligence, informatics, data science, and augmented and virtual reality (AR and VR). The hands-on component of the course allowed the students to explore the innovative technology being developed at the Incubator for Medical Mixed and Extended Reality at Stanford (IMMERS). During their “field trip”, the students explored how AR and VR tools are being used to see directly into the patient’s body to visualize the disease in its actual location, which can allow surgeons to be more precise when excising breast tumors, providing in-depth education. Other experiences included hands-on experiences with ultrasound and guest speakers from other imaging specialties including nuclear medicine, neurointervention, and musculoskeletal imaging.
A demonstration of virtual reality technology with IMMERS.
“Through attending tumor boards and discussing the evolution of cancer treatment and prevention, I gained a newfound appreciation for the collaboration between radiologists and other specialties. I particularly enjoyed learning about the journeys of guest speakers and interdisciplinary efforts like incorporating new technologies in the clinic.”
-Kian Salimi, Stanford University Class of 2029
As medicine becomes more complex and competitive, Drs. Negrete and Patel believe that early exposure matters. Medical training is a long and expensive commitment and students deserve opportunities to explore what different paths truly look like before choosing one. For students navigating long waitlists in traditional premed programs, their IntroSem became a rare and meaningful entry point into medicine for some.
“Drs. Negrete and Patel were exceptional instructors and mentors who created an engaging and genuinely joyful learning environment. Their clarity, patience, and commitment to mentorship were evident throughout the course, and shadowing Dr. Negrete was a particular highlight for me. Overall, the class not only expanded my understanding of radiology but also reinforced the importance of using innovation to serve the most vulnerable patients and improve quality of life.”
-Lydia Schwartz, Stanford University Class of 2029