Background: Glioblastoma is the most frequent and aggressive malignant brain tumor among adults. Unfortunately, its symptoms can vary considerably depending on the size, location and the anatomic structures of the involved brain. Case report: A 58-year-old male amateur cyclist who suffered from sharp arm pain was examined for a thoracic outlet syndrome due to a previous clavicle fracture. Because of ambiguous results of the neck and nerve plexus imaging, he was referred to a neurosurgeon who properly suspected a brain tumor. The neuroimaging of the brain shown a 3 cm disploriferative mass with a blood enhancement within the left parietal lobe. The mass was urgently removed, and its histologic analysis stated a grade 4 glioblastoma. Conclusion: This case report highlights the differential diagnosis process and the teamwork approach needed to diagnose a rare presentation of a brain glioblastoma, which started its symptoms mimicking a thoracic outlet syndrome caused by a previous bone fracture.

Scholarly activity and teaching are recognized components of radiology training, but their distribution across residency years is poorly characterized in Italy. We conducted an anonymous cross-sectional online survey of Italian radiology residents between August and September 2024. Among 176 consenting respondents, we assessed scientific article authorship, congress presentation experience, and formal teaching experience. Associations with postgraduate year (PGY) were examined using multivariable logistic regression adjusted for sex and geographic macroarea, with Holm correction across the three main outcomes. Overall, 40.3% reported scientific article authorship, 34.7% congress presentation experience, and 31.8% formal teaching experience; 10.2% had been first author on a scientific article. Article authorship was reported by 16.7% of PGY1 and 64.5% of PGY4 residents, with higher adjusted odds in PGY3 (aOR 6.49, 95% CI 2.54–16.55) and PGY4 (aOR 9.58, 95% CI 3.34–27.48). Congress presentation experience was reported by 56.6% of PGY3 residents, while formal teaching was most frequent in PGY4 (58.1%; aOR 5.61, 95% CI 2.07–15.24 vs. PGY1). Perceived value of research did not differ across PGYs. Scholarly and formal teaching engagement was more frequently reported among later-year residents; longitudinal studies are needed to characterize within-resident development.