Diagnostic imaging learning resources evaluated by students and recent graduates

Learning-by-Concordance of Perception: A Novel way to Learn to Read Thoracic Images

RATIONALE AND OBJECTIVE

Learning to interpret thoracic images requires intensive instructor support. Given current cohort sizes at teaching hospitals in North America, instructor availability is rare. A Learning-by-concordance of perception (LbCP) online tool was introduced in a second-year course on lung and oxygenation. The LbCP tool presents thoracic images, students must point or outline abnormal structures directly on the screen and name the lesion. Thereafter, images with correct outline are superimposed on student's work and three key-messages are provided. We aimed to measure student perception of LbCP tool's usefulness and ease of use.

MATERIALS AND METHODS

The online tool was developed and implemented for second year students for cohorts in 2016, 2017 and 2018 (n = 296; 303; and 280; N = 879). A survey, comprisingsix questions on a Likert scale was designed to measure perceptions about tool utility and ease of use. An ANOVA analysis was carried out to ensure the normality of the data, and a principal axis factor analysis was used to confirm the presence of the two expected clusters corresponding to our two dimensions.

RESULTS

The ANOVA conducted on the combined three year data set revealed an F value of 7.688 (p = 0.001), and principal axis factorial analysis revealed a one factor solution. The percentage of variance explained by the factor was 44.5%, with factor loadings leaning heavily in favor of the tool's perceived utility. A second factor was just shy of the eigenvalue threshold of 1.0 and could provide support for the tool's ease of use.

CONCLUSION

The online LbCP tool shows promising impact over three cohorts of students in three consecutive years. Students recognize the pedagogical value of the tool and express their willingness to use more of it in their training.

Validation of a Novel Ultrasound Simulation Model for Teaching Foundation-Level Ultrasonography Skills to Veterinary Students

Veterinary ultrasonography is a complex, advanced skill requiring repetitive exposure and supervision to gain competence. Consequently, newly graduated veterinarians are underprepared and lack the resources to achieve basic ultrasound proficiency upon graduation. Ultrasound simulation has been proposed as an adjunct educational tool for teaching entry-level ultrasound skills to student veterinarians. The objectives of this multicentric prospective observational cohort study were to describe the development of a novel ultrasound training model, establish model construct and face validity, and seek participant feedback. The model was constructed using three-dimensional silicone shapes embedded in ballistics gel within a glass container. A novice cohort of 15 veterinary students and 14 expert participants were prospectively enrolled in the study. Each cohort underwent training and assessment phases using a simulation model. Participants were asked to (a) determine shape location, (b) identify shape type using a shape bank, and (c) measure shape axes using the caliper tool. Time for each phase was recorded. Anonymous post-participation survey feedback was obtained. For most shapes (4/6), experts performed significantly better than novices in identifying shape type and location. Generally, no significant difference was found in mean axis shape measurements between cohorts or compared to the true mean axis measurements. No significant difference was found in scan time for either phase. This study's results support the validation of this ultrasound simulation model and may demonstrate early evidence for its use as a training tool in the veterinary curriculum to teach entry-level ultrasound skills.

Evaluation of Two Training Methods for Teaching the Abdominal Focused Assessment with Sonography for Trauma Technique (A-FAST) to First- and Second-Year Veterinary Students

Ultrasound techniques, including focused assessment with sonography for trauma (FAST) examinations, are commonly used in veterinary practice, making inclusion of ultrasound in veterinary curricula increasingly important. The best approach for teaching ultrasound techniques in veterinary medicine has not been evaluated. This study compared the results of two training techniques, live-animal training and online video instruction, on students' performance during abdominal FAST (A-FAST) examinations. Thirty-eight first- and second-year veterinary students were randomly assigned to learn A-FAST via a live-animal laboratory or an instructional video. The live-animal group received one-on-one instruction in A-FAST techniques during a single laboratory. The video group received a link to an instructional video demonstrating A-FAST techniques, allowing unlimited viewing opportunities over a two-week period. Both groups were also provided written instructional information. All participants were assessed on their ability to find and correctly name the four A-FAST quadrants on a live animal. We found a significant difference between the two groups in the students' ability to identify the diaphragmatic-hepatic (DH) view, but for the other three views (hepatorenal, splenorenal, and cystocolic), training method did not affect performance. Results suggest the potential for using a multi-modal instructional approach to teach ultrasound techniques to veterinary students.