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Wade SWT, Velan GM, Tedla N, Briggs N, Moscova M. What works in radiology education for medical students: a systematic review and meta-analysis. BMC MEDICAL EDUCATION 2024; 24:51. [PMID: 38200489 PMCID: PMC10782640 DOI: 10.1186/s12909-023-04981-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2023] [Accepted: 12/15/2023] [Indexed: 01/12/2024]
Abstract
BACKGROUND Medical imaging related knowledge and skills are widely used in clinical practice. However, radiology teaching methods and resultant knowledge among medical students and junior doctors is variable. A systematic review and meta-analysis was performed to compare the impact of different components of radiology teaching methods (active versus passive teaching, eLearning versus traditional face-to-face teaching) on radiology knowledge / skills of medical students. METHODS PubMed and Scopus databases were searched for articles published in English over a 15-year period ending in June 2021 quantitatively comparing the effectiveness of undergraduate medical radiology education programs regarding acquisition of knowledge and/or skills. Study quality was appraised by the Medical Education Research Study Quality Instrument (MERSQI) scoring and analyses performed to assess for risk of bias. A random effects meta-analysis was performed to pool weighted effect sizes across studies and I2 statistics quantified heterogeneity. A meta-regression analysis was performed to assess for sources of heterogeneity. RESULTS From 3,052 articles, 40 articles involving 6,242 medical students met inclusion criteria. Median MERSQI score of the included articles was 13 out of 18 possible with moderate degree of heterogeneity (I2 = 93.42%). Thematic analysis suggests trends toward synergisms between radiology and anatomy teaching, active learning producing superior knowledge gains compared with passive learning and eLearning producing equivalent learning gains to face-to-face teaching. No significant differences were detected in the effectiveness of methods of radiology education. However, when considered with the thematic analysis, eLearning is at least equivalent to traditional face-to-face teaching and could be synergistic. CONCLUSIONS Studies of educational interventions are inherently heterogeneous and contextual, typically tailored to specific groups of students. Thus, we could not draw definitive conclusion about effectiveness of the various radiology education interventions based on the currently available data. Better standardisation in the design and implementation of radiology educational interventions and design of radiology education research are needed to understand aspects of educational design and delivery that are optimal for learning. TRIAL REGISTRATION Prospero registration number CRD42022298607.
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Affiliation(s)
- Stuart W T Wade
- Westmead Hospital, Sydney, Australia
- School of Biomedical Sciences, Faculty of Medicine & Health, The University of New South Wales, Sydney, Australia
| | - Gary M Velan
- School of Biomedical Sciences, Faculty of Medicine & Health, The University of New South Wales, Sydney, Australia
- Office of Medical Education, The University of New South Wales, Sydney, Australia
| | - Nicodemus Tedla
- School of Biomedical Sciences, Faculty of Medicine & Health, The University of New South Wales, Sydney, Australia
| | - Nancy Briggs
- Stats Central, Mark Wainwright Analytical Centre, The University of New South Wales, Sydney, Australia
| | - Michelle Moscova
- Office of Medical Education, The University of New South Wales, Sydney, Australia.
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Belfi LM, Bartolotta RJ, Jordan SG. Using Rubrics to Evaluate E-Learning Tools in Radiology Education. Curr Probl Diagn Radiol 2024; 53:121-127. [PMID: 37741698 DOI: 10.1067/j.cpradiol.2023.08.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Accepted: 08/23/2023] [Indexed: 09/25/2023]
Abstract
Recent trends in medical education with an emphasis on active learning strategies and blended learning techniques have resulted in a growing volume and utilization of online educational resources. Integration of online learning tools into medical curricula has been further necessitated during the COVID-19 pandemic. With access to abundant digital radiology education resources, it has become increasingly important for educators to be able to evaluate the efficacy of e-learning tools for use in radiology education. In this manuscript, the authors describe their successful search for a vetted method to evaluate e-learning tools in radiology education. The selected rubric was designed by educational developers supporting technology to be used as a formative tool in higher education. The rubric was applied in condensed and noncondensed formats to 2 existing popular highly subscribed radiology e-learning resources and results were displayed in narrative and visual formats. More widespread application of this rubric would be beneficial to the content creators and learners alike.
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Affiliation(s)
- Lily M Belfi
- Department of Radiology, Weill Cornell Medicine, New York, NY.
| | | | - Sheryl G Jordan
- Department of Radiology, University of North Carolina School of Medicine, Chapel Hill, NC
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McBee MP, Agarwal A, Alexander LF, Bajaj G, Kelahan LC, Leake R, Richardson ML, Burns J. Teaching with Technology-Matching Pedagogy with Purpose in Radiology Education. Acad Radiol 2023; 30:359-369. [PMID: 35551855 DOI: 10.1016/j.acra.2022.03.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Revised: 03/16/2022] [Accepted: 03/17/2022] [Indexed: 01/11/2023]
Abstract
The response to pandemic-related teaching disruption has revealed dynamic levels of learning and teaching flexibility and rapid technology adoption of radiology educators and trainees. Shutdowns and distancing requirements accelerated the adoption of technology as an educational tool, in some instances supplanting in-person education entirely. Despite the limitations of remote interaction, many educational advantages were recognized that can be leveraged in developing distance learning paradigms. The specific strategies employed should match modern learning science, enabling both students and educators to mutually grow as lifelong learners. As panel members of the "COVID: Faculty perspective" Task Force of the Association of University Radiologists Radiology Research Alliance, we present a review of key learning principles which educators can use to identify techniques that enhance resident learning and present an organized framework for applying technology-aided techniques aligned with modern learning principles. Our aim is to facilitate the purposeful integration of learning tools into the training environment by matching these tools to established educational frameworks. With these frameworks in mind, radiology educators have the opportunity to re-think the balance between traditional curricular design and modern digital teaching tools and models.
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Affiliation(s)
- Morgan P McBee
- Department of Radiology and Radiological Science, Medical University of South Carolina, Charleston, South Carolina.
| | - Atul Agarwal
- Department of Radiology and Imaging Sciences, Indiana University School of Medicine, Indianapolis, Indiana
| | | | - Gitanjali Bajaj
- Department of Radiology, University of Arkansas for Medical Sciences, Little Rock, Arkansas
| | - Linda C Kelahan
- Department of Radiology, Northwestern University, Chicago, Illinois
| | - Richard Leake
- Department of Radiology, University of Utah, Salt Lake City, Utah
| | | | - Judah Burns
- Department of Radiology, Montefiore Medical Center, New York, New York
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Ma R, McHaffie A, Subramaniam RM, Anakin M. Student and Educator Experiences of an Integrated Medical Imaging Curriculum. Acad Radiol 2022; 30:765-770. [PMID: 35672236 DOI: 10.1016/j.acra.2022.05.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 05/08/2022] [Accepted: 05/09/2022] [Indexed: 11/17/2022]
Abstract
INTRODUCTION Medical imaging is integrated across all years in the medical programs at the Medical School, in our country. Little is known about this pedagogical approach from the perspective of those who participate in it. This study investigated how students and educators experience an integrated medical imaging curriculum. METHODS One-on-one interviews were conducted with nine educators and three undergraduate medical students and analyzed using a reflexive thematic approach. Educators included radiologists, non-radiologists clinicians, and scientists and health professionals from the medical program. RESULTS The integrated medical imaging curriculum appears to be incoherently experienced by educators and students as learning opportunities that were 'everywhere and nowhere'. Teaching events were 'repetitive and patchy' and featured a transmission-oriented pedagogy emphasizing 'exposure and absorption'. Educators expressed paradoxical views of their responsibility for teaching medical imaging reflected in this sentiment: 'I don't teach medical imaging… (but I do)'. DISCUSSION When medical imaging is integrated into learning resources and course work across the undergraduate program, it may lose its visibility and importance as a distinct learning area despite its crucial role in medical practice. An integrated curriculum may inadvertently separate knowing about medical imaging from learning to apply medical imaging knowledge in clinical practice. CONCLUSIONS Further work is required to construct an integrated medical imaging curriculum that explicitly emphasizes medical imaging learning outcomes, so they are experienced coherently and consistently by medical students and those who prepare them for practice as doctors.
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Affiliation(s)
- Ray Ma
- Otago Medical School, University of Otago, Dunedin, New Zealand (R.M.)
| | - Alexandra McHaffie
- Department of Radiology, University of Otago, Christchurch, New Zealand (A.M.)
| | - Rathan M Subramaniam
- Department of Medicine, University of Otago Medical School, Dunedin, New Zealand (R.M.S.); Department of Radiology, Duke University, Durham, NC (R.M.S.)
| | - Megan Anakin
- Education Unit, Dunedin School of Medicine, University of Otago, Dunedin, New Zealand (M.A.).
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Chen S, Huang H, Yang X, Wang H, Wei M, Zhang H, Wang Z, Yi Z. TeachMe: a web-based teaching system for annotating abdominal lymph nodes. Sci Rep 2022; 12:5167. [PMID: 35338176 PMCID: PMC8956716 DOI: 10.1038/s41598-022-08958-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Accepted: 03/09/2022] [Indexed: 02/05/2023] Open
Abstract
The detection and characterization of lymph nodes through interpreting abdominal medical images are significant for diagnosing and treating colorectal cancer recurrence. However, interpreting abdominal medical images manually is labor-intensive and time-consuming. The related radiology education has many limitations as well. In this context, we seek to build an extensive collection of abdominal medical images with ground truth labels for lymph nodes recognition research and help junior doctors to train their interpretation skills. Therefore, we develop TeachMe, which is a web-based teaching system for annotating abdominal lymph nodes. The system has a three-level annotation-review workflow to construct an expert database of abdominal lymph nodes and a feedback mechanism helping junior doctors to learn the tricks of interpreting abdominal medical images. TeachMe’s functionalities make itself stand out against other platforms. To validate these functionalities, we invite a medical team from Gastrointestinal Surgery Center, West China Hospital, to participate in the data collection workflow and experience the feedback mechanism. With the help of TeachMe, an expert dataset of abdominal lymph nodes has been created and an automated detection model for abdominal lymph nodes with incredible performances has been proposed. Moreover, through three rounds of practicing via TeachMe, our junior doctors’ interpretation skills have been improved.
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Affiliation(s)
- Shuaihua Chen
- Machine Intelligence Laboratory, College of Computer Science, Sichuan University, Chengdu, 610065, People's Republic of China
| | - Hao Huang
- Gastrointestinal Surgery Center, West China Hospital, Sichuan University, Chengdu, 610041, People's Republic of China
| | - Xuyang Yang
- Gastrointestinal Surgery Center, West China Hospital, Sichuan University, Chengdu, 610041, People's Republic of China
| | - Han Wang
- Machine Intelligence Laboratory, College of Computer Science, Sichuan University, Chengdu, 610065, People's Republic of China
| | - Mingtian Wei
- Gastrointestinal Surgery Center, West China Hospital, Sichuan University, Chengdu, 610041, People's Republic of China
| | - Haixian Zhang
- Machine Intelligence Laboratory, College of Computer Science, Sichuan University, Chengdu, 610065, People's Republic of China
| | - Ziqiang Wang
- Gastrointestinal Surgery Center, West China Hospital, Sichuan University, Chengdu, 610041, People's Republic of China.
| | - Zhang Yi
- Machine Intelligence Laboratory, College of Computer Science, Sichuan University, Chengdu, 610065, People's Republic of China.
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Koka A, Suppan M, Carrera E, Fraga-Freijeiro P, Massuk K, Imbeault ME, Missilier Perruzzo N, Achab S, Salerno A, Strambo D, Michel P, Stuby L, Suppan L. Knowledge Retention of the NIH Stroke Scale among Stroke Unit Health Care Workers Using Video vs. E-Learning: Protocol for a Web-Based, Randomized Controlled Trial. Healthcare (Basel) 2021; 9:healthcare9111460. [PMID: 34828505 PMCID: PMC8620278 DOI: 10.3390/healthcare9111460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 10/20/2021] [Accepted: 10/25/2021] [Indexed: 11/17/2022] Open
Abstract
The National Institutes of Health Stroke Scale (NIHSS) is commonly used to triage and monitor the evolution of stroke victims. Data regarding NIHSS knowledge in nurses and physicians working with stroke patients are scarce, and a progressive decline in specific knowledge regarding this challenging scale is to be expected even among NIHSS certified personnel. This protocol was designed according to the CONSORT-eHealth (Consolidated Standards of Reporting Trials) guidelines. It describes the design of a randomized controlled trial whose primary objective is to determine if nurses and physicians who work in stroke units improve their NIHSS knowledge more significantly after following a highly interactive e-learning module than after following the traditional didactic video. Univariate and multivariable linear regression will be used to analyze the primary outcome, which will be the difference between the score on a 50-question quiz answered before and immediately after following the allocated learning material. Secondary outcomes will include knowledge retention at one month, assessed using the same 50-question quiz, user satisfaction, user course duration perception, and probability of recommending the allocated learning method. The study is scheduled to begin during the first semester of 2022.
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Affiliation(s)
- Avinash Koka
- Division of Emergency Medicine, Department of Anesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, University of Geneva Hospitals and Faculty of Medicine, 1211 Geneva, Switzerland
- Correspondence: (A.K.); (L.S.)
| | - Mélanie Suppan
- Division of Anesthesiology, Department of Anesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, University of Geneva Hospitals and Faculty of Medicine, 1211 Geneva, Switzerland;
| | - Emmanuel Carrera
- Stroke Center, Department of Neurology, Geneva University Hospitals and Faculty of Medicine University of Geneva, 1211 Geneva, Switzerland; (E.C.); (N.M.P.)
| | - Paula Fraga-Freijeiro
- Stroke Center, Neurology Service, Department of Clinical Neurosciences, Lausanne University Hospital, 1011 Lausanne, Switzerland; (P.F.-F.); (K.M.); (M.-E.I.); (A.S.); (D.S.); (P.M.)
| | - Kiril Massuk
- Stroke Center, Neurology Service, Department of Clinical Neurosciences, Lausanne University Hospital, 1011 Lausanne, Switzerland; (P.F.-F.); (K.M.); (M.-E.I.); (A.S.); (D.S.); (P.M.)
| | - Marie-Eve Imbeault
- Stroke Center, Neurology Service, Department of Clinical Neurosciences, Lausanne University Hospital, 1011 Lausanne, Switzerland; (P.F.-F.); (K.M.); (M.-E.I.); (A.S.); (D.S.); (P.M.)
| | - Nathalie Missilier Perruzzo
- Stroke Center, Department of Neurology, Geneva University Hospitals and Faculty of Medicine University of Geneva, 1211 Geneva, Switzerland; (E.C.); (N.M.P.)
| | - Sophia Achab
- Specialized Facility in Behavioral Addictions ReConnecte HUG, 1211 Geneva, Switzerland;
- WHO Collaborating Center in Training and Research in Mental Health, UniGe, 1211 Geneva, Switzerland
| | - Alexander Salerno
- Stroke Center, Neurology Service, Department of Clinical Neurosciences, Lausanne University Hospital, 1011 Lausanne, Switzerland; (P.F.-F.); (K.M.); (M.-E.I.); (A.S.); (D.S.); (P.M.)
| | - Davide Strambo
- Stroke Center, Neurology Service, Department of Clinical Neurosciences, Lausanne University Hospital, 1011 Lausanne, Switzerland; (P.F.-F.); (K.M.); (M.-E.I.); (A.S.); (D.S.); (P.M.)
| | - Patrik Michel
- Stroke Center, Neurology Service, Department of Clinical Neurosciences, Lausanne University Hospital, 1011 Lausanne, Switzerland; (P.F.-F.); (K.M.); (M.-E.I.); (A.S.); (D.S.); (P.M.)
| | - Loric Stuby
- Genève TEAM Ambulances, Emergency Medical Services, 1201 Geneva, Switzerland;
| | - Laurent Suppan
- Division of Emergency Medicine, Department of Anesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, University of Geneva Hospitals and Faculty of Medicine, 1211 Geneva, Switzerland
- Correspondence: (A.K.); (L.S.)
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7
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Ayesa SL, Katelaris AG, Brennan PC, Grieve SM. Medical imaging education opportunities for junior doctors and non-radiologist clinicians: A review. J Med Imaging Radiat Oncol 2021; 65:710-718. [PMID: 34180148 DOI: 10.1111/1754-9485.13266] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2021] [Accepted: 05/31/2021] [Indexed: 11/30/2022]
Abstract
Medical imaging plays a critical role in clinical decision-making across disciplines, and as such, there is frequent need for non-radiologist clinicians to interact with medical imaging. This review examines the literature about the delivery of medical imaging education to non-radiologist clinicians, spanning junior doctors, advanced trainees and specialists. Knowledge of medical imaging among non-radiologist clinicians is paramount to the quality of patient care, with calls for formal implementation of radiology education into non-imaging specialty training programmes. Overall, there is a demand across non-imaging disciplines for greater formalised medical imaging education. Concerns are raised that too great a reliance on informal methods of teaching radiology, for example in ward settings, results in greater variation in the quality and volume of educational opportunities and risks the perpetuation of erroneous attitudes and practices. The evolution of the medical imaging workplace and increasing utilisation of remote reporting has distanced the collaborative relationship between radiologists and their non-imaging colleagues, diminishing opportunities for ad hoc learning and engagement in larger formalised educational collaborations. Ideally, radiologists should be directly involved in the development and delivery of medical imaging education to post-graduate doctors to not only benefit patient care but also foster inter-specialty relationships and respect. Evidence supports the value of structured radiological teaching opportunities, including tutorials, lectures and electronic resources, in improving medical imaging skills among non-radiologist clinicians. There is wide scope for growth in the e-learning arena to address this demand for quality and accessible imaging education for our non-radiology colleagues.
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Affiliation(s)
- Sally L Ayesa
- Imaging and Phenotyping Laboratory, Charles Perkins Centre, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia.,Department of Radiology & Nuclear Medicine, Gosford & Wyong Hospitals, Gosford, New South Wales, Australia.,Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Annette G Katelaris
- Faculty of Medicine and Health, University of NSW, New South Wales, Australia
| | - Patrick C Brennan
- School of Health Sciences, University of Sydney, Sydney, New South Wales, Australia
| | - Stuart M Grieve
- Imaging and Phenotyping Laboratory, Charles Perkins Centre, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia.,Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia.,School of Health Sciences, University of Sydney, Sydney, New South Wales, Australia.,Department of Radiology, Royal Prince Alfred Hospital, Camperdown, New South Wales, Australia
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Nathaniel TI, Black AC. An Adaptive Blended Learning Approach in the Implementation of a Medical Neuroscience Laboratory Activities. MEDICAL SCIENCE EDUCATOR 2021; 31:733-743. [PMID: 33850633 PMCID: PMC8032318 DOI: 10.1007/s40670-021-01263-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/01/2021] [Indexed: 05/06/2023]
Abstract
Background The COVID-19 pandemic revealed existing gaps in the medical educational system that is heavily dependent on the presence of medical students and teachers in laboratory and class for instruction. This affects continuity in the implementation of the neuroanatomy component of the medical neuroscience laboratory activities during COVID-19. We hypothesized that pivoting wet laboratory neuroanatomy activities to online using an adaptive flexible blended method might represent an effective approach in the implementation of laboratory neuroanatomy activities during a pandemic. Methods The current study describes an adaptive flexible blended learning approach that systematically mixes virtual face-to-face interaction activities with the online learning of brain structures, and the discussion of clinical cases. Learning materials are delivered through both synchronous and asynchronous modes, and Year 1 medical students learn neuroanatomy laboratory activities at different locations and different times. Student performances in the adaptive flexible blended learning approach were compared with the learning of similar activities during an in-person implementation of neuroscience laboratory activities. Results The results of using this adaptive flexible blended learning approach provided an autonomous independent learning, self-study approach that broadened student performance such that we have more students scoring between 80 and 89%, whereas the in-person learning resulted in most of the students scoring > 90% in the medical neuroscience laboratory activities. Conclusion An adaptive flexible blended learning approach that combined virtual face-to-face instruction using digital technology with online learning of neuroscience laboratory activities provided a unique educational experience for Year 1 medical students to learn neuroscience laboratory activities during the COVID-19 pandemic.
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Affiliation(s)
- Thomas I. Nathaniel
- University of South Carolina School of Medicine-Greenville, Greenville, SC 29605 USA
| | - Asa C Black
- University of South Carolina School of Medicine-Greenville, Greenville, SC 29605 USA
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9
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Suppan M, Stuby L, Carrera E, Cottet P, Koka A, Assal F, Savoldelli GL, Suppan L. Asynchronous Distance Learning of the National Institutes of Health Stroke Scale During the COVID-19 Pandemic (E-Learning vs Video): Randomized Controlled Trial. J Med Internet Res 2021; 23:e23594. [PMID: 33428581 PMCID: PMC7812917 DOI: 10.2196/23594] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 09/09/2020] [Accepted: 01/10/2021] [Indexed: 01/01/2023] Open
Abstract
BACKGROUND The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for health care professionals. Senior medical students are being incrementally deployed to the front line to address the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, may lack knowledge regarding the initial management of time-critical emergencies such as stroke. OBJECTIVE Our aim was to determine whether an e-learning module could improve asynchronous distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. METHODS A randomized, data analyst-blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a distance learning path designed to teach the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden, while the e-learning group followed the updated version of a previously tested, highly interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. The difference in the proportion of correct answers for each specific NIHSS item was also assessed. RESULTS Out of 158 potential participants, 88 started their allocated learning path and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 correct answers, 95% CI 37-39, vs 35 correct answers, 95% CI 34-36, P<.001). Participants in the e-learning group scored better on five elements than the video group: key NIHSS concepts (P=.02), the consciousness - global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03), and the sensory item (P=.04). CONCLUSIONS Compared to the traditional didactic video, a highly interactive e-learning module enhances asynchronous distance learning and NIHSS knowledge acquisition in senior medical students.
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Affiliation(s)
- Mélanie Suppan
- Division of Anaesthesiology, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine, Geneva, Switzerland
| | | | - Emmanuel Carrera
- Stroke Center, Department of Neurology, Geneva University Hospitals and Faculty of Medicine University of Geneva, Geneva, Switzerland
| | - Philippe Cottet
- Division of Emergency Medicine, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine, Geneva, Switzerland
| | - Avinash Koka
- Division of Emergency Medicine, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine, Geneva, Switzerland
| | - Frédéric Assal
- Cognitive Neurology Unit, Neurology, Department of Clinical Neuroscience, Geneva University Hospital and Faculty of Medicine, Geneva, Switzerland
| | - Georges Louis Savoldelli
- Division of Anaesthesiology, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine, Geneva, Switzerland
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Laurent Suppan
- Division of Emergency Medicine, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine, Geneva, Switzerland
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Durfee SM, Goldenson RP, Gill RR, Rincon SP, Flower E, Avery LL. Medical Student Education Roadblock Due to COVID-19: Virtual Radiology Core Clerkship to the Rescue. Acad Radiol 2020; 27:1461-1466. [PMID: 32747181 PMCID: PMC7380233 DOI: 10.1016/j.acra.2020.07.020] [Citation(s) in RCA: 63] [Impact Index Per Article: 15.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Revised: 07/14/2020] [Accepted: 07/17/2020] [Indexed: 01/02/2023]
Abstract
Rationale and Objectives Medical schools were upended by the COVID-19 pandemic, resulting in suspension of all in-person educational activities, and leaving clinical clerkships on hold indefinitely. A virtual curriculum and novel teaching methods were needed to fulfill curricular requirements. We developed a comprehensive virtual radiology clerkship and evaluated the efficacy of this novel method of teaching. Materials and Methods A 4-week virtual radiology clerkship was designed to accommodate medical students who had not yet completed the required clerkship. The design included online flipped classroom modules, large group didactic lectures, and small group homeroom activities. Student performance was assessed via a standardized online final exam. Feedback from students was collected using online surveys. Student performance was compared to the in-person radiology clerkship. Results One hundred and eleven medical students were enrolled in the virtual radiology clerkship. Final exam scores were similar to the in-person clerkship. Students indicated that small group homeroom activities had the highest overall satisfaction. Students recognized enthusiastic teachers regardless of class format. Exceptional course content and organization were also noted. Course weaknesses included didactic lecture content which was repetitive or too advanced, the limited opportunity to build personal connections with faculty, and scheduling conflicts with other competing school activities. Conclusion A completely virtual radiology core clerkship can be a successful educational experience for medical students during a time when remote learning is required. A small group learning environment is most successful for student engagement. Personal connections between faculty and students can be challenging in a virtual course.
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Wade SWT, Moscova M, Tedla N, Moses DA, Young N, Kyaw M, Velan GM. Adaptive tutorials versus web-based resources in radiology: a mixed methods analysis in junior doctors of efficacy and engagement. BMC MEDICAL EDUCATION 2020; 20:303. [PMID: 32928196 PMCID: PMC7491171 DOI: 10.1186/s12909-020-02237-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Accepted: 09/09/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Radiology education is limited in undergraduate Medicine programs. Junior doctors might not have the necessary background to effectively order and interpret diagnostic imaging investigations. Furthermore, junior doctors are often time-poor, balancing clinical commitments with ongoing learning, leadership and teaching responsibilities. Previous studies have demonstrated the efficacy of radiology-themed online adaptive tutorials for senior medical students. Such adaptive tutorials might therefore be an efficient and effective form of radiology education for junior doctors. METHODS A randomised controlled crossover trial was performed to evaluate the impact of adaptive tutorials on learning the indications for, and interpretation of, basic imaging studies, compared with peer-reviewed web-based resources. Ninety-one volunteer junior doctors, comprising 53 postgraduate year 1 (PGY 1) and 38 postgraduate year 2 (PGY 2), were randomly allocated into two groups. In the first phase of the trial, focusing on head CT, one group accessed adaptive tutorials while the other received web-based resources. In the second phase of the trial, focusing on chest CT, the groups crossed over. Following each phase of the trial, participants completed exam-style online assessments. At the conclusion of the study, participants also completed an online questionnaire regarding perceived engagement and efficacy of each type of educational resource. RESULTS Junior doctors completed the adaptive tutorials significantly faster than the relevant web-based resources for both head CT and chest CT (p = 0.03 and < 0.01 respectively). Mean quiz scores were higher in the groups receiving adaptive tutorials on head CT and chest CT (86.4% vs 83.5 and 77.7% vs 75% respectively). However, in contrast to previous studies in senior medical students, these differences were not statistically significant. Participants reported higher engagement and perceived value of adaptive tutorials, compared with web-based resources. CONCLUSIONS Adaptive tutorials are more time-efficient than existing web-based resources for learning radiology by junior doctors, while both types of resources were equally effective for learning in this cohort. Junior doctors found the adaptive tutorials more engaging and were more likely to recommend these resources to their colleagues.
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Affiliation(s)
- Stuart W T Wade
- Prince of Wales Hospital, Sydney, Australia
- School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, Australia
| | - Michelle Moscova
- School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, Australia
| | - Nicodemus Tedla
- School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, Australia
| | - Daniel A Moses
- Prince of Wales Hospital, Sydney, Australia
- Prince of Wales Clinical School, Faculty of Medicine, The University of New South Wales, Sydney, Australia
| | | | | | - Gary M Velan
- School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, Australia.
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