Adaptive Tutorials Versus Web-Based Resources in Radiology: A Mixed Methods Comparison of Efficacy and Student Engagement

Wong, Vincent; Smith, Ariella J; Hawkins, Nicholas J.; Kumar, Rakesh K.; Young, Noel; Kyaw, Merribel; Velan, Gary M.

doi:10.1016/j.acra.2015.07.002

Cited by 34 publications

(77 citation statements)

References 18 publications

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“…Moving beyond pattern recognition, modules aimed at achieving basic competency in image analysis and diagnostic thinking require more than just images and answer tracking; they require explanatory content and repeated assessment, generating additional layers of educational complexity. While there appears to be demonstrated utility of such modules in radiology, very few modules have been evaluated specifically for pathology trainees. Van Es et al, using the same adaptive eLearning platform as Wong et al, developed modules for teaching concepts in cytopathology with the addition of whole slide images (WSI) …”

Section: Review Of Prior Studies In Adaptive Elearningmentioning

confidence: 99%

“…While there appears to be demonstrated utility of such modules in radiology, very few modules have been evaluated specifically for pathology trainees. Van Es et al, using the same adaptive eLearning platform as Wong et al, developed modules for teaching concepts in cytopathology with the addition of whole slide images (WSI) …”

Section: Review Of Prior Studies In Adaptive Elearningmentioning

confidence: 99%

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Adaptive eLearning modules for cytopathology education: A review and approach

Samulski

2016

Diagnostic Cytopathology

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Clinical training imposes time and resource constraints on educators and learners, making it difficult to provide and absorb meaningful instruction. Additionally, innovative and personalized education has become an expectation of adult learners. Fortunately, the development of web-based educational tools provides a possible solution to these challenges. Within this review, we introduce the utility of adaptive eLearning platforms in pathology education. In addition to a review of the current literature, we provide the reader with a suggested approach for module creation, as well as a critical assessment of an available platform, based on our experience in creating adaptive eLearning modules for teaching basic concepts in gynecologic cytopathology. Diagn. Cytopathol. 2016;44:944-951. © 2016 Wiley Periodicals, Inc.

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Section: Review Of Prior Studies In Adaptive Elearningmentioning

confidence: 99%

Section: Review Of Prior Studies In Adaptive Elearningmentioning

confidence: 99%

Adaptive eLearning modules for cytopathology education: A review and approach

Samulski

2016

Diagnostic Cytopathology

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“…This type of technology has the potential to offer individualized, portable, and efficient instruction. However, few groups have specifically assessed the efficacy of adaptive eLearning platforms in medical education …”

Section: Introductionmentioning

confidence: 99%

“…However, few groups have specifically assessed the efficacy of adaptive eLearning platforms in medical education. 1,2,4 Wong et al developed adaptive eLearning tutorials for medical students in the field of radiology, a specialty that also relies heavily on the interpretation of visual stimuli. They compared the utility of these modules with a preexisting, static, web-based resource and observed that students using the adaptive tutorials obtained significantly higher assessment scores; in addition, students noted better engagement and value with adaptive eLearning modules compared with the static resource.…”

Section: Introductionmentioning

confidence: 99%

The utility of adaptive eLearning in cervical cytopathology education

Samulski

Taylor

et al. 2017

Cancer Cytopathology

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“…This trend also affects education in radiology, which is known to be under-represented in many medical curricula [3]. Thus, e-learning might offer the potential to close this deficiency gap.…”

Section: Introductionmentioning

confidence: 99%

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain

Groth

Riemer

Ernst

et al. 2018

Fortschr Röntgenstr

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ZUSAMMENFASSUNG Ziel Vergleich von drei verschiedenen Lehrmethoden zurInterpretation von Notfall-Pathologien mit der zerebralen Computertomografie (CT) durch Medizinstudenten. Material und Methoden Drei Studentengruppen wurdenbzgl. der Detektion von sieben CT-Pathologien getestet, nachdem sie verschiedene Lehrmethoden absolviert hatten (e-Learning, interaktives Seminar, curriculäre Lehre). Die Testergebnisse der drei Gruppen wurde für jede Pathologie mit einem Chi-Quadrat-Test verglichen. Das Signifikanzniveau wurde ≤ 0,05 gewählt.Ergebnisse Im Gegensatz zur Vergleichsgruppe (curriculäre Lehre) zeigten die e-Learning-und Interaktivseminar-Gruppe signifikant bessere Ergebnisse bei der Detektion des "hyperdensen Mediazeichens" (p = 0,001 und p < 0,0001) sowie der Subarachnoidalblutung (p = 0,03 und p = 0,001). Darüber hinaus zeigten sowohl die Interaktivseminar-als auch die e-Learning-Gruppe bessere Ergebnisse für die Detektion eines subduralen Hämatoms und einer Kalottenfraktur, wobei nur die letzte Gruppe hier eine statistische Signifikanz aufwies (p = 0,03 und p < 0,0001). Keine signifikanten Unterschiede zeigten sich für Pathologien wie intrakranielle Blutung, epidurales Hämatom und Mittellinienverlagerung.Zusammenfassung Unsere Studie zeigt jeweils unterschiedliche potentielle Vorteile der Interaktivseminar-sowie der e-Learning-Gruppe bei der Interpretation von CTs. Daher kön-nen interaktive Lehrmethoden das Potenzial besitzen, die studentisch-radiologische Ausbildung zu verbessern, die passende Lehrform muss jedoch dem jeweiligen Lerninhalt angepasst werden. This document was downloaded for personal use only. Unauthorized distribution is strictly prohibited.and standard curricular education in neuroradiology) were tested with respect to the detection of seven CT pathologies. The test results of each group were compared for each CT pathology using the chi-square test. A p-value ≤ 0.05 was considered to be significant. ResultsOpposed to the results of the comparison group (curricular education), the e-learning group and interactive teaching tutorial group both showed a significantly better performance in detecting hyperdense middle cerebral artery sign (p = 0.001 and p < 0.0001) as well as subarachnoid hemorrhage (p = 0.03 and p = 0.001) on CT. Moreover, an increase in performance for the detection of subdural hematoma and skull fracture could be observed for both the interactive teaching group and the e-learning group, with statistical significance in the latter (p = 0.03 and p < 0.0001, respectively). No statistically significant differences were found for the detection of intracranial and epidural hemorrhage, as well as midline shift, among the groups studied.Conclusion Our study demonstrates potential learning benefits for both the interactive teaching tutorial and e-learning module group with respect to reading CT scans with slightly different advantages. Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-bas...

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Adaptive Tutorials Versus Web-Based Resources in Radiology: A Mixed Methods Comparison of Efficacy and Student Engagement

Cited by 34 publications

References 18 publications

Adaptive eLearning modules for cytopathology education: A review and approach

Adaptive eLearning modules for cytopathology education: A review and approach

The utility of adaptive eLearning in cervical cytopathology education

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain

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