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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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Harris KM, Hartery A. Do Dictation Privileges Add Value to Radiology Electives If Medical Students Have Access to Online Modules? Curr Probl Diagn Radiol 2024; 53:27-30. [PMID: 37718183 DOI: 10.1067/j.cpradiol.2023.08.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Revised: 07/17/2023] [Accepted: 08/23/2023] [Indexed: 09/19/2023]
Abstract
RATIONALE AND OBJECTIVES Traditional in-person medical student radiology electives are predominantly observerships. However, during the COVID-19 restrictions, many schools across Canada and the United States moved their radiology electives to an online format with great success. To the best of our knowledge, an evaluation of student experiences at a site where the 2-week on-site elective has both dictation privileges and an online component has not been completed. MATERIALS AND METHODS We analyzed the pre- and post-test data from the online component of a radiology elective, retrieved the total number of dictation reports, and reviewed qualitative student feedback to gauge student engagement and learning. We used a generalized linear mixed model (GLMM) to compare the difference between the student scores on pre- and postmodule section quizzes, accounting for individual and section-specific variation in performance. A second GLMM was fit to assess improvement in the cumulative test taken before and after the entire elective. Both models accounted for the potential benefit of dictation. RESULTS Student score improved significantly on the postsection tests (βpost = 15.9% ± 0.86% SE, P < 0.001) and on the final postelective test (βpost = 28.1% ± 1.8% SE, P < 0.001). The effect of total number of dictated studies on final test performance was not significant (βpost = 0.07% ± 0.07% SE, P = 0.317). CONCLUSION This retrospective study suggests that resources should be directed to the development of mixed online/in-person electives for ideal student engagement at the senior medical student level. Further work must be completed to understand the potential benefits of, and barriers to, student dictation at the medical student level.
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Affiliation(s)
- Katie M Harris
- Faculty of Medicine, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador A1B 3V6, Canada.
| | - Angus Hartery
- Faculty of Medicine, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador A1B 3V6, Canada
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Webb EM. The Best of Both Worlds: Hybrid Radiology Clerkships. Acad Radiol 2023; 30:1746-1747. [PMID: 37385851 DOI: 10.1016/j.acra.2023.05.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Accepted: 05/16/2023] [Indexed: 07/01/2023]
Affiliation(s)
- Emily M Webb
- University of California, San Francisco, Department of Radiology and Biomedical Imaging, 505 Parnassus Ave., San Francisco, CA 94143-0628.
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Musick A, Malhotra D, French R, Carrico C, Martin J. Return to the Reading Room: Implementation of a Hybrid Radiology Clerkship Model after Emergent Conversion to Remote Learning in the COVID-19 Pandemic. Acad Radiol 2023; 30:1738-1745. [PMID: 36153251 PMCID: PMC9420696 DOI: 10.1016/j.acra.2022.08.027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 08/22/2022] [Accepted: 08/22/2022] [Indexed: 11/24/2022]
Abstract
RATIONALE AND OBJECTIVES The COVID-19 pandemic prompted the virtualization of historically in-person radiology rotations for medical students. As students return to in-person clinical education, there is an opportunity to reevaluate teaching strategies and incorporate best practices from the pandemic. We describe our experience with the conversion of a four-week radiology clerkship from an in-person (IP) to remote learning (RL) to hybrid model (HM) and its impact on student performance and satisfaction. MATERIALS AND METHODS Stratified by curriculum (Group 1 IP, Group 2 RL, Group 3 HM), student standardized final examination scores, final grades, lecture evaluation scores, and satisfaction scores were compared. Additional analysis was performed for Group 3 clinical divisions in which IP or RL models predominated. RESULTS A significant decrease in mean final exam score was noted in Group 2 (p < 0.0001). Average lecture rating decreased in Group 3 compared to Group 1 (p < 0.001). Group 3 students reported improved faculty (Group 1: 59, Group 2: 61, Group 3: 82; p < 0.001) and resident (Group 1: 76.5, Group 2: 68, Group 3: 90; p < 0.001) teaching effectiveness. Student-reported quantity and quality of formative feedback were also highest for Group 3 (Quantity; Group 1: 60.6, Group 2: 74, Group 3: 93; p < 0.001) (Quality; Group 1: 59.1, Group 2: 77, Group 3: 97; p < 0.001). Group 3 subanalysis demonstrated increased student-perceived usefulness of activities within IP divisions (p < 0.01) and a decrease for RL divisions (p < 0.05). CONCLUSION A hybrid curriculum resulted in improved student satisfaction and preserved student performance after an emergent conversion to remote learning.
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Affiliation(s)
- Alexis Musick
- Duke University School of Medicine (A.M., D.M.), Durham, North Carolina
| | - Deeksha Malhotra
- Duke University School of Medicine (A.M., D.M.), Durham, North Carolina
| | - Robert French
- Department of Radiology (R.F., C.C., J.M.), Duke University Medical Center, DUMC BOX 3808, 2301 Erwin Rd, Duke North, Room 1502, Durham, NC 27710.
| | - Caroline Carrico
- Department of Radiology (R.F., C.C., J.M.), Duke University Medical Center, DUMC BOX 3808, 2301 Erwin Rd, Duke North, Room 1502, Durham, NC 27710
| | - Jonathan Martin
- Department of Radiology (R.F., C.C., J.M.), Duke University Medical Center, DUMC BOX 3808, 2301 Erwin Rd, Duke North, Room 1502, Durham, NC 27710
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JUNGES FORUM – Digitale Lehre kam gut an. ROFO-FORTSCHR RONTG 2022. [DOI: 10.1055/a-1855-5732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
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Belfi LM, Dean KE, Jordan SG. I.C.A.R.U.S. in Flight: A Radiology Simulator Teaches Imaging Appropriateness, Anatomy, and Image Interpretation Skills. Acad Radiol 2022; 29 Suppl 5:S94-S102. [PMID: 33896718 DOI: 10.1016/j.acra.2021.03.016] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2021] [Revised: 03/11/2021] [Accepted: 03/13/2021] [Indexed: 11/01/2022]
Abstract
RATIONALE AND OBJECTIVES The Interactive Clinical Anatomy and Radiology Utilization Simulator (ICARUS) was created in 2012 as a novel simulation program with 25 peer reviewed electronic modules combining simulated patient encounters, American College of Radiology appropriateness criteria, radiologic anatomy, and basic imaging interpretation and patient safety topics. ICARUS integrates a gaming approach to improve student engagement. MATERIALS AND METHODS ICARUS modules have been used in the undergraduate medical curriculum at the lead author's institution since its pilot in 2012. Since completion of the full complement of 25 modules, modules have been used in the radiology clerkship (2012- 2015), in the integrated longitudinal curriculum (2015-present), and in various radiology electives (2015-present), including the inaugural virtual radiology electives at all authors' institutions (July 2020-present). Student evaluations were formally solicited in 2014 and again in 2020. RESULTS During the introductory radiology clerkship in 2014, 107 students were enrolled. Students were assigned 4 ICARUS modules. During the 2-week virtual elective from July-October 2020, 26 students were enrolled. Students were assigned all 25 modules. The majority of survey respondents "agreed" or "strongly agreed" that the modules were interactive, enjoyable, and self-directed, fostered critical thinking, provided practical value, met goals and objectives of the course, and seemed practical to their future practice. CONCLUSION ICARUS integrates key educational concepts in radiology with high fidelity simulation of clinical decision support software and PACS simulation image display to create a highly engaging learning environment that most accurately reflects future clinical experiences.
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Moya-Plana A, Tselikas L, Lambotte O, Temam S, De Baere T, Deutsch E, Barlesi F, Blanchard P, Levy A. Postgraduate oncology educational shifts during the COVID-19 pandemic: results of faculty and medical student surveys. ESMO Open 2022; 7:100451. [PMID: 35427841 PMCID: PMC8888032 DOI: 10.1016/j.esmoop.2022.100451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Revised: 02/08/2022] [Accepted: 02/22/2022] [Indexed: 12/03/2022] Open
Abstract
BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has disrupted clinical practice, research and teaching. During peaks, virtual courses were implemented but these changes are poorly described, especially for oncology postgraduate students and faculty teachers. PATIENTS AND METHODS We administered two surveys from June 2021 to October 2021 to students and faculty teachers (250 and 80 responses, respectively) who registered at Gustave Roussy School of Cancer Sciences (Université Paris-Saclay) during 3 consecutive university years (October 2018 to October 2021), where a major shift to e-learning was associated with COVID-19 pandemic. RESULTS Most students were female (53%), attending physicians (50%), aged 30-39 years (54%) and 2020-2021 (66.4%) was the main year of training. Most faculty teachers were male (58%), aged 40-50 years (44%) and had participated in training for at least 3 years (83%). More than half of the students received 100% virtual training [55% versus 45% face-to-face/mixed teaching modalities; online (84%) versus remote teaching (16%)]. Only 34% of students declared >80% 'active listening' and only 16% of teachers considered e-learning to be more suitable (compared with face-to-face) for postgraduate education. Virtual teaching decreased student-teacher interactions as compared with mixed/face-to-face (lessons were sufficiently interactive for 54% students if virtual only teaching versus for 71% if other teaching modalities; P = 0.009). Teachers stated that virtual learning did not lead to any improvements in terms of attendance (68%), interaction (74%) and quality of teaching (68%). However, most faculty (76%) acknowledged that partial e-learning training should be maintained outside the pandemic, if it represents ≤50% of the whole teaching (teachers: 79% versus student: 66%; P = 0.04). CONCLUSIONS COVID-19 accelerated the transition toward novel practices. Students and faculty teachers agreed on the need for future mixed (≤50% e-learning) teaching modalities. Adequate formation and the use of codified best newer virtual practices are required.
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Affiliation(s)
- A Moya-Plana
- Department of Head and Neck Oncology, Gustave Roussy, Villejuif, France; Université Paris-Saclay, INSERM U981, Villejuif, France; Université Paris-Saclay, Faculté de Médecine, Le Kremlin-Bicêtre, France.
| | - L Tselikas
- Université Paris-Saclay, Faculté de Médecine, Le Kremlin-Bicêtre, France; Interventional Radiology, Department of Surgery and Anesthesiology, Gustave Roussy, Villejuif, France; Université Paris-Saclay, INSERM 1428 CIC Biotheris, Villejuif, France.
| | - O Lambotte
- Université Paris-Saclay, Faculté de Médecine, Le Kremlin-Bicêtre, France; Université Paris-Saclay, AP-HP, Hôpital Bicêtre, Clinical Immunology Department, Le Kremlin Bicêtre, France; Université Paris-Saclay, Inserm, CEA, Center for Immunology of Viral, Auto-immune, Hematological and Bacterial Diseases (IDMIT/IMVA-HB), UMR1184, Le Kremlin Bicêtre, France
| | - S Temam
- Department of Head and Neck Oncology, Gustave Roussy, Villejuif, France
| | - T De Baere
- Université Paris-Saclay, Faculté de Médecine, Le Kremlin-Bicêtre, France; Interventional Radiology, Department of Surgery and Anesthesiology, Gustave Roussy, Villejuif, France
| | - E Deutsch
- Université Paris-Saclay, Faculté de Médecine, Le Kremlin-Bicêtre, France; Department of Radiation Oncology, Gustave Roussy, Villejuif, France; Université Paris-Saclay, INSERM U1030, Molecular Radiotherapy, Villejuif, France
| | - F Barlesi
- Université Paris-Saclay, Faculté de Médecine, Le Kremlin-Bicêtre, France; Department of Medical Oncology, Gustave Roussy, Villejuif, France; Aix Marseille University, CNRS, INSERM, CRCM, Marseille, France
| | - P Blanchard
- Université Paris-Saclay, Faculté de Médecine, Le Kremlin-Bicêtre, France; Department of Radiation Oncology, Gustave Roussy, Villejuif, France
| | - A Levy
- Université Paris-Saclay, Faculté de Médecine, Le Kremlin-Bicêtre, France; Department of Radiation Oncology, Gustave Roussy, Villejuif, France; Université Paris-Saclay, INSERM U1030, Molecular Radiotherapy, Villejuif, France.
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Yedavalli V, Yousem DM, Glastonbury CM, Hoang JK, Sair H. The Radiology Lecture Exchange (RALEX): A Virtual Visiting Professorship Platform for All. Curr Probl Diagn Radiol 2021; 51:296-300. [PMID: 34872783 DOI: 10.1067/j.cpradiol.2021.09.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2021] [Accepted: 09/19/2021] [Indexed: 11/22/2022]
Abstract
Visiting Professorships (VPs) have significant benefits for both the guest lecturer and host institution. Such opportunities increase knowledge dissemination, research collaboration, opportunities for junior faculty members, and educational material that shores up perceived weaknesses in the host institution's training program. While VPs provide these benefits, such invitations are often costly due to travel and accommodation expenses, which can be challenging for host institutions. The COVID-19 pandemic - with the forced social and work distancing - has mandated that radiologists rethink how they interact and collaborate within their department and also within the larger medical and radiology communities. Virtual platforms have become critical for communication and education, and in this altered academic environment have provided an opportunity for us to redesign how VPs are designed. The virtual VP removes many of the cost and time burdens associated with travel and even enables greater communication where it might not have been economically or time-feasible. We present a virtual Microsoft Teams (Redmond, WA) based platform for facilitating VPs in all subspecialties and for all ranks called the Radiology Lecture Exchange.
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Affiliation(s)
- Vivek Yedavalli
- Department of Radiology and Radiological Sciences, Division of Neuroradiology, Johns Hopkins School of Medicine, 600 N. Wolfe St., Phipps, B112-D, Baltimore, MD.
| | - David M Yousem
- Department of Radiology and Radiological Sciences, Division of Neuroradiology, Johns Hopkins School of Medicine, 1800 Orleans St., Baltimore, MD
| | - Christine M Glastonbury
- Department of Radiology and Biomedical Imaging, Division of Neuroradiology, University of California San Francisco, 505 Parnassus Avenue, San Francisco, CA
| | - Jenny K Hoang
- Department of Radiology and Radiological Sciences, Division of Neuroradiology, Johns Hopkins School of Medicine, 1800 Orleans St., Baltimore, MD
| | - Haris Sair
- Department of Radiology and Radiological Sciences, Division of Neuroradiology, Johns Hopkins School of Medicine, 1800 Orleans St., Baltimore, MD
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