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Rudolphi-Solero T, Lorenzo-Alvarez R, Ruiz-Gomez MJ, Sendra-Portero F. Impact of compulsory participation of medical students in a multiuser online game to learn radiological anatomy and radiological signs within the virtual world Second Life. ANATOMICAL SCIENCES EDUCATION 2022; 15:863-876. [PMID: 34449983 DOI: 10.1002/ase.2134] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 08/13/2021] [Accepted: 08/24/2021] [Indexed: 05/22/2023]
Abstract
Competitive game-based learning within Second Life enables effective teaching of basic radiological anatomy and radiological signs to medical students, with good acceptance and results when students participate voluntarily, but unknown in a compulsory context. The objectives of this study were to reproduce a competitive online game based on self-guided presentations and multiple-choice tests in a mandatory format, to evaluate its development and student perceptions compared to a voluntary edition in 2015 (N = 90). In 2016 and 2017, respectively, 191 and 182 third-year medical students participated in the game as a mandatory course activity. The mean (±SD) score of the game was 74.7% (±19.5%) in 2015, 71.2% (±21.5%) in 2016, and 67.5% (±21.5%) in 2017 (P < 0.01). Participants valued positively the organization and educational contents but found the virtual world less attractive and the game less interesting than in the voluntary edition. The experience globally was rated with 8.2 (±1.5), 7.8 (±1.5), and 7.1 (±1.7) mean points (±SD) in a ten-point scale, in the 2015, 2016, and 2017 editions, respectively (P < 0.05). Competitive learning games within virtual worlds like Second Life have great learning potential in radiology, but the mean score in the game decreased, acceptance of virtual world technology was lower, and opinion about the game was worse with a compulsory participation, and even worse when dropouts were not allowed. Under the conditions in which this study was conducted, learning games in three-dimensional virtual environments should be voluntary to maintain adequate motivation and engagement of medical students.
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Affiliation(s)
| | | | - Miguel J Ruiz-Gomez
- Department of Radiology and Physical Medicine, Universidad de Málaga, Málaga, Spain
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Elsayes KM, Kamel S, Wang MX. Turning Radiology Educational Challenges into Opportunities: The Digital Frontier. Radiographics 2022; 42:E6-E8. [PMID: 34990318 DOI: 10.1148/rg.210203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Khaled M Elsayes
- From the Department of Abdominal Radiology (K.M.E.) and Department of Lymphoma and Myeloma (S.K.), The University of Texas MD Anderson Cancer Center, 1400 Pressler St, Houston, TX 77030; and Department of Diagnostic and Interventional Imaging, The University of Texas Health Science Center at Houston, Houston, Tex (M.X.W.)
| | - Serageldin Kamel
- From the Department of Abdominal Radiology (K.M.E.) and Department of Lymphoma and Myeloma (S.K.), The University of Texas MD Anderson Cancer Center, 1400 Pressler St, Houston, TX 77030; and Department of Diagnostic and Interventional Imaging, The University of Texas Health Science Center at Houston, Houston, Tex (M.X.W.)
| | - Mindy X Wang
- From the Department of Abdominal Radiology (K.M.E.) and Department of Lymphoma and Myeloma (S.K.), The University of Texas MD Anderson Cancer Center, 1400 Pressler St, Houston, TX 77030; and Department of Diagnostic and Interventional Imaging, The University of Texas Health Science Center at Houston, Houston, Tex (M.X.W.)
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Ashkanani H, AlDallal Y, Almajran A, Gupta R. Radiology in the Undergraduate Medical Curriculum: The Student Perspective. Med Princ Pract 2022; 31:486-492. [PMID: 35700700 PMCID: PMC9801342 DOI: 10.1159/000525496] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Accepted: 06/06/2022] [Indexed: 01/03/2023] Open
Abstract
OBJECTIVE Despite the importance of radiology in the diagnosis and management of patients, studies suggest that medical graduates exhibit a minimal level of radiology knowledge. This study aimed to assess the satisfaction of Kuwait's medical students with the radiology teaching and their confidence in their knowledge regarding basic radiological principles, as well as their views and suggestions for adequate teaching time and pattern of radiology teaching at the undergraduate level. SUBJECTS AND METHODS This cross-sectional study was conducted among medical students in Kuwait University. The study employed a questionnaire, which aimed to assess the students' perception of the current radiological teaching approach. Ethical approval was obtained, and descriptive analysis was conducted using SPSS. RESULTS Ninety-one percent of the 451 participants believed that the radiologist is an important part of the medical team. Ninety-seven percent of them believed that having a grasp of general radiological concepts is essential for clinical practice. More than half of the participants (55%) believed that the amount of radiology teaching they receive is inadequate. Most students claimed to lack the radiological skills that a competent doctor should own, such as reading X-rays, CTs, and MRIs. Most students chose hospital-based and problem-based learning sessions as their most desired methods for radiology learning. CONCLUSION Radiology is an essential part of modern medicine. Adequate exposure to radiological techniques and adequate time to radiological teaching must be allocated to students during their undergraduate medical curriculum to improve the proper management of patients.
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Affiliation(s)
- Hasan Ashkanani
- Department of Radiology, Al-Amiri Hospital, Kuwait City, Kuwait
- *Renu Gupta,
| | | | - Abdullah Almajran
- Department of Community Medicine, Faculty of Medicine, Kuwait University, Kuwait City, Kuwait
| | - Renu Gupta
- Department of Radiology, Faculty of Medicine, Kuwait University, Kuwait City, Kuwait
- Department of Radiology, Mubarak Al-Kabeer Hospital, Jabriya, Kuwait
- *Renu Gupta,
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Majumder MAA, Gaur U, Singh K, Kandamaran L, Gupta S, Haque M, Rahman S, Sa B, Rahman M, Rampersad F. Impact of COVID-19 pandemic on radiology education, training, and practice: A narrative review. World J Radiol 2021; 13:354-370. [PMID: 34904050 PMCID: PMC8637607 DOI: 10.4329/wjr.v13.i11.354] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2021] [Revised: 08/26/2021] [Accepted: 10/25/2021] [Indexed: 02/06/2023] Open
Abstract
Radiology education and training is of paramount clinical importance given the prominence of medical imaging utilization in effective clinical practice. The incorporation of basic radiology in the medical curriculum has continued to evolve, focusing on teaching image interpretation skills, the appropriate ordering of radiological investigations, judicious use of ionizing radiation, and providing exposure to interventional radiology. Advancements in radiology have been driven by the digital revolution, which has, in turn, had a positive impact on radiology education and training. Upon the advent of the corona virus disease 2019 (COVID-19) pandemic, many training institutions and hospitals adhered to directives which advised rescheduling of non-urgent outpatient appointments. This inevitably impacted the workflow of the radiology department, which resulted in the reduction of clinical in-person case reviews and consultations, as well as in-person teaching sessions. Several medical schools and research centers completely suspended face-to-face academic activity. This led to challenges for medical teachers to complete the radiology syllabus while ensuring that teaching activities continued safely and effectively. As a result, online teaching platforms have virtually replaced didactic face-to-face lectures. Radiology educators also sought other strategies to incorporate interactive teaching sessions while adopting the e-learning approach, as they were cognizant of the limitations that this may have on students' clinical expertise. Migration to online methods to review live cases, journal clubs, simulation-based training, clinical interaction, and radiology examination protocolling are a few examples of successfully addressing the limitations in reduced clinical exposure. In this review paper, we discuss (1) The impact of the COVID-19 pandemic on radiology education, training, and practice; (2) Challenges and strategies involved in delivering online radiology education for undergraduates and postgraduates during the COVID-19 pandemic; and (3) Difference between the implementation of radiology education during the COVID-19 pandemic and pre-COVID-19 era.
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Affiliation(s)
- Md Anwarul Azim Majumder
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Cave Hill BB23034, Barbados
| | - Uma Gaur
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Cave Hill BB23034, Barbados
| | - Keerti Singh
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Cave Hill BB23034, Barbados
| | - Latha Kandamaran
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Cave Hill BB23034, Barbados
| | - Subir Gupta
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Cave Hill BB23034, Barbados
| | - Mainul Haque
- Unit of Pharmacology, Faculty of Medicine and Defence Health, Universiti Pertahanan Nasional Malaysia (National Defence University of Malaysia), Kem Perdana Sugai Besi, Kuala Lumpur 57000, Malaysia
| | - Sayeeda Rahman
- School of Medicine, American University of Integrative Sciences (AUIS), Bridgetown BB11318, Barbados
| | - Bidyadhar Sa
- Faculty of Medical Sciences, The University of the West Indies, St Augustine Campus, St Augustine 33178, Trinidad and Tobago
| | - Mizanur Rahman
- Principal's Office, International Medical College, Dhaka 1207, Bangladesh
| | - Fidel Rampersad
- Faculty of Medical Sciences, The University of the West Indies, St Augustine Campus, St Augustine 33178, Trinidad and Tobago
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Chew C, O'Dwyer PJ, Jaap A, McDowall S, Remers OJ, Williams J, McPhee I, Bjelogrlic P. Medical student assessments-frequency of radiological images used: a national study. BJR Open 2020; 2:20200047. [PMID: 33367200 PMCID: PMC7748984 DOI: 10.1259/bjro.20200047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2020] [Revised: 10/07/2020] [Accepted: 10/08/2020] [Indexed: 11/16/2022] Open
Abstract
Objectives: Assessments are a key part of life for medical students at University. We know there is variation in these assessments across Universities. The aims of this study were to expatiate summative assessments in Scottish Medical Schools and to examine how frequently radiological images feature in them. Methods: All Scottish medical schools were invited to participate in the study. Data on objective structured clinical examinations (OSCEs; 5 years) and written assessments (3 years) were retrospectively collected for each university and results were collated. Each University was randomly assigned a letter from A to E and anonymised for data presentation. Results: 10,534 multiple choice questions (MCQ) and 1083 OSCE stations were included in this study. There was wide variation in the number, type and timing of assessments across Scottish medical schools. There were highly significant differences in the number of OSCE stations and the number of MCQs set over the study period (p < 0.0001). Radiological images were used on average 0.6 times (range 0–1.1) in each OSCE examination and 2.4 times (range 0.1–3.7) for written assessments. Conclusion: In this detailed study, we demonstrated significant differences in medical student assessments across Scottish Universities. Given the importance of Radiology in modern medicine, the frequency and differences in which radiological images were used in assessments across Universities should be addressed. Advances in knowledge: This is the first national longitudinal study to quantify the role of radiological images in summative Medical Student Assessments. Great variability exists in the extent and how (clinical versus written assessments) radiological images are used to assess Scottish medical students. Radiological images are used infrequently in clinical assessments, but are present in every written assessment. These findings could help inform medical schools and academic radiologists as they prepare medical students for the imminent unified medical licensing examination, where Clinical Imaging is a subject with one of the highest number of associated conditions examinable.
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Affiliation(s)
| | - Patrick J O'Dwyer
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK
| | - Alan Jaap
- Edinburgh Medical School, Chancellor's Building, Edinburgh, UK
| | - Suanne McDowall
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK
| | - Olga Jl Remers
- School of Medicine, University of Dundee, Ninewells Hospital & Medical School, Dundee, UK
| | - Jjz Williams
- School of Medicine, University of Dundee, Ninewells Hospital & Medical School, Dundee, UK
| | - I McPhee
- University of Aberdeen School of Medicine and Dentistry, Aberdeen, UK
| | - Predrag Bjelogrlic
- School of Medicine, University of St Andrews, Medical and Biological Sciences Building, St Andrews, UK
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