Effectiveness of smartphone applications for magnetic resonance imaging learning among radiological technology students: An alternative tool for enhancing knowledge

BACKGROUND

Magnetic resonance imaging (MRI) education is crucial in the undergraduate radiological technology curriculum. Traditional approaches, such as lectures and observation, are insufficient for enhancing student understanding. Educational tools dedicated to MRI learning are needed to improve students' knowledge and comprehension.

OBJECTIVES

To develop an application for MRI learning via smartphones, and to assess students' satisfaction with the application and its effectiveness as a self-learning tool for radiological technology students.

METHODS

The MRI learning application was developed using the Thunkable platform, covering MRI theory, equipment, pulse sequences, parameters, MRI safety, and artifacts. Seventy-three undergraduate radiological technology students were recruited and divided into app-users (n = 37) and non-users (n = 36). Pre- and post-tests, comprising 20 multiple-choice questions, were created and utilized to assess the effectiveness of the application. Pre- and post-test scores were then analyzed and compared between the two groups using a student's t-test. Finally, user satisfaction with the MRI learning application was assessed using a questionnaire with a five-point Likert scale.

RESULTS

The mean pre-test and post-test scores for the app-users group were 12.65 ± 3.24 and 13.95 ± 3.41, respectively, while those for the non-users group were 12.94 ± 2.99 and 13.94 ± 2.74, respectively. The mean post-test score was significantly increased after using the MRI learning application (P = 0.01). However, there was no significant difference in the mean scores of the pre- and post-tests between the two groups. All participants expressed a high level of satisfaction with the application (4.32 ± 0.11 points).

CONCLUSION

The developed smartphone application for MRI learning has the potential to enhance students' knowledge. The survey results indicated a high level of satisfaction among users. Thus, the MRI learning application could serve as an alternative tool for radiological technology students seeking to deepen their understanding of MRI-related subjects.

Instagram's Influence on Radiology Today: Reviewing the Evolving Educational Journey from a Hospital to National Societies

We define social media as an interactive online platform that allows users to communicate and exchange knowledge. Educational and medical profiles have slowly emerged on different social media platforms, helping to teach about and publicize diverse aspects of medicine. Radiology is one of the specialties that could potentially benefit the most from social media, as the radiologist tends to have little outside-the-hospital representation. Progressively, audiovisual content has been gaining ground on social networks: Facebook, Twitter, Instagram, Youtube, TikTok, etc. Instagram appears to be ideally suited for radiology given its image-based nature. In addition, Instagram can also be used as a tool to help radiologists share and discuss radiological images, improve communication with clinicians and patients, advertise themselves and their specialty, and humanize their profession. Nevertheless, legal matters and privacy issues should always be taken into account when using these tools. In this overview, we describe the development of social networks and communication tools in our own radiology department, focusing especially on our Instagram account, as it has had a wide impact on our hospital and radiology residents around the country. We will also provide a summary of the various social media platforms used for radiology education along with their pros and cons, including useful tips for safe and efficient use.

Smartphone evaluation of postero-anterior chest x-rays: An inter-observer study

BACKGROUND

Posterior-anterior chest x-ray (PA-CXR) is among the most commonly used imaging methods in the diagnosis both in the emergency departments (ED) and the other clinics. The aim of the present study was to evaluate the diagnostic reliability of PA-CXRs sent via a smartphone.

METHODS

This study was conducted as an inter-observer study. PA-CXRs were photographed with a smartphone and they were sent to two separate participants (emergency medicine specialists one with 4 years experience and another with 3) via the WhatsApp application. And the participants evaluated to these images on their mobile phone.

RESULTS

A poor concordance was determined in a ratio of 3/8 and good concordance was detected in a ratio of 3/8 between the two participants (p < 0.05). It was observed that only the mediastinum assessments could be an alternative to the gold standard (p < 0.01).

CONCLUSION

We may conclude that the assessments done via a smartphone (photographing and sharing) may not be reliable.

Radiology, Mobile Devices, and Internet of Things (IoT)

Radiology by its nature is intricately connected to the Internet and is at the forefront of technology in medicine. The past few years have seen a dramatic rise in Internet-based technology in healthcare, with imaging as a core application. Numerous Internet-based applications and technologies have made forays into medicine, and for radiology it is more seamless than in other clinical specialties. Many applications in the practice of radiology are Internet based and more applications are being added every day. Introduction of mobile devices and their integration into imaging workflow has reinforced the role played by the Internet in radiology. Due to the rapid proliferation of wearable devices and smartphones, IoT-enabled technology is evolving healthcare from conventional hub-based systems to more personalized healthcare systems. This article briefly discusses how the IoT plays a useful role in daily imaging workflow and current and potential future applications, how mobile devices can be integrated into radiology workflows, and the impact of the IoT on resident and medical student education, research, and patient engagement in radiology.

Introducing Online Continuing Education in Radiology for General Practitioners

The aim of this study was to determine whether e-learning as a new teaching methodology was acceptable for general practitioners in continuous education courses of radiology. Generally, these courses are face-to-face with the corresponding time and place limitations. To overcome these limitations, we transformed one of these courses to an online one evaluating its acceptance. The course was about thorax radiology and it was delivered to 249 participants. The experiment was carried out in two phases: Phase 1, as a pilot testing with 12 general practitioners (G1), and Phase 2, with 149 general practitioners (G2), 12 radiologists (G3) and 76 medical residents (G4). All participants evaluated the course design, the delivering e-learning platform, and the course contents using a five-point Likert scale (satisfaction level from 1 to 5). Collected data was analysed using t, Mann-Whitney U and Kruskal-Wallis tests. In Phase 1, the rounded scores of all questions except one surpassed 3.5. In Phase 2, all the rounded scores surpassed 4.0 indicating that a total agreement on all items was achieved. All collected impressions indicate the high acceptance of the proposed methodology.

Accuracy and reliability of tablet computer as an imaging console for detection of radiological signs of acute appendicitis using PACS workstation as reference standard

PURPOSE

To ascertain the accuracy and reliability of tablet as an imaging console for detection of radiological signs of acute appendicitis [on focused appendiceal computed tomography (FACT)] using Picture Archiving and Communication System (PACS) workstation as reference standard.

METHODS

From January, 2014 to June, 2015, 225 patients underwent FACT at our institution. These scans were blindly re-interpreted by an independent consultant radiologist, first on PACS workstation and, two weeks later, on tablet. Scans were interpreted for the presence of radiological signs of acute appendicitis. Accuracy of tablet was calculated using PACS as reference standard. Kappa (κ) statistics were calculated as a measure of reliability.

RESULTS

Of 225 patients, 99 had radiological evidence of acute appendicitis on PACS workstation. Tablet was 100% accurate in detecting radiological signs of acute appendicitis. Appendicoliths, free fluid, lymphadenopathy, phlegmon/abscess, and perforation were identified on PACS in 90, 43, 39, 10, and 12 scans, respectively. There was excellent agreement between tablet and PACS for detection of appendicolith (к = 0.924), phlegmon/abscess (к = 0.904), free fluid (к = 0.863), lymphadenopathy (к = 0.879), and perforation (к = 0.904).

CONCLUSIONS

Tablet computer, as an imaging console, was highly reliable and was as accurate as PACS workstation for the radiological diagnosis of acute appendicitis.