Challenges in mammography education and training today: The perspectives of radiography teachers/mentors and students in five European countries

Strøm, Bergliot; Jorge, José; Meystre, Nicole Richli; Henner, Anja; Kukkes, Tiina; Metsälä, Eija; Reis, Cláudia Sà dos

doi:10.1016/j.radi.2017.08.008

Cited by 16 publications

(6 citation statements)

References 35 publications

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“…We strongly believe that E-learning is a good option for continuing education, and this course has been well seek by Portuguese radiographers, since that numerus clausus were fulfilled for both editions. According to Strøm et al [9] the level of emphasis on the acquisition of mammography knowledge, skills and competences of the undergraduate courses in Radiography curriculum differs from one country to another and for both the theoretical component and practical training. For this reason, continuing education and training programmes are demanded by international entities.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, radiology curricula and training programmes differs from one educational institution to another. A study conducted by Strøm et al [9] showed that in five European countries (Portugal included) the short period allocated to mammography, for both the theoretical component and practical training, in degree's curriculum and the lack of material resources were the main limitations in mammography education impacting on the development of students' skills. In response to these educational limitations, E-learning approach can play an important role.…”

Section: Introductionmentioning

confidence: 99%

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Learner’s perception, knowledge and behaviour assessment within a breast imaging E-Learning course for radiographers

Moreira

Ramos

Ventura

et al. 2019

European Journal of Radiology

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E-learning has been revealed as an a useful tool among continuing education within health professionals, namely for radiographers or radiologic technologists. Therefore like traditional learning, this teaching approach needs continuous evaluation in order to validate its effectiveness and impact. Kirkpatrick's model has been widely used for this purpose by health information management instructors. Our aim was to assess an Elearning Course on Breast Imaging for radiographers based on the first three levels of Kirkpatrick's framework: reaction, learning and behaviour. Methods and materials: An E-learning course was developed for radiographers in order to provide an easy-tounderstand, succinct and current overview in breast imaging, namely mammography technique and image interpretation. The program structure were built based on the guidelines proposed by the European Society of Breast Cancer Specialists (EUSOMA). Learner's satisfaction was assessed through a questionnaire and Knowledge gain was assessed using pre-and post-testing. After 6 months of complying the course, the learners were contacted through a questionnaire in order to give feedback on whether their behaviour changed in workplace. Results: Two editions of the breast imaging course were performed by 64 learners. In general, 97% of the learners stated that the program content was very good and excellent, all learners considered the content was delivered in a very good or excellent way. High percentages of learners stated to be satisfied with the distribution of the content among each module (94%) and 86% of learners stated that your level of dedication was high or very high. Concerning improvement of knowledge, we found an evolution of 4 percentual points between pre and post-tests (p = 0,001). The learners have identified two main changes on their practice, the first one related with patient care, improving communications and positioning skills and the second one related with image interpretation, improving the image processing and analyses. Conclusion: These global results show that e-learning can provide statistically relevant knowledge gains in Radiographers. This course is an important contribution to the improvement of mammography education, impacting on the development of students' and radiographers' skills.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learner’s perception, knowledge and behaviour assessment within a breast imaging E-Learning course for radiographers

Moreira

Ramos

Ventura

et al. 2019

European Journal of Radiology

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“…For example, students are unable to apply theoretical knowledge in practice and some institutions lack a breast phantom for mammography. Furthermore, recent surveys of students' needs have shown that there is a high demand for practical training to develop positioning skills and learn breast compression techniques 17,18 . Moreover, Radiologic Technology students at two universities in Nigeria have suggested that students' academic performance can be increased if they receive more practical training, with appropriate learning supports and materials.…”

Section: Effectiveness Of In-house Breast Phantom In Mammographic Pos...mentioning

confidence: 99%

Effectiveness of a Developed In-House Breast Phantom in Enhancing the Knowledge of Mammographic Positioning in Radiologic Technology Students: A Quasi-Experimental Study in Thailand

Komany,

Kirisattayakul,

Ritlumlert

et al. 2023

J Health Sci Med Res

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Objective: This study aimed to develop an in-house breast phantom, and assess students’ knowledge and satisfaction after using it for mammographic positioning training.Material and Methods: The breast phantom was designed in a half-body shape, and constructed primarily using gelcoat resin, polyurethane foam, and thermoreversible gel. Additionally, silicone type RA-210, known for its high flexibility, tensile strength, elongation at break (620%), and ability to revert to its original shape, was incorporated. This study evaluated the effectiveness of the breast phantom utility in improving students’ knowledge through a nine-item questionnaire; employing a one-group pre-post design. The participants, consisting of 63 Radiologic Technology students, whom rated their satisfaction with the phantom for training purposes using a five-point Likert scale.Results: The mean knowledge score for the breast phantom positioning significantly improved from 5.35±1.61 points (pretest) to 7.32±1.20 points (post-test), following training (p-value<0.001). The students expressed high overall satisfaction with this training aid (4.49±0.58 points).Conclusion: Our breast phantom demonstrates its potential as an effective educational tool that enhances Radiologic Technology students’ understanding of mammographic positioning. However, further research is warranted to develop more advanced phantoms and to explore alternative experimental designs for effective teaching methods.

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“…Strøm et al [10] have studied which are the current challenges in mammography education from the perspectives of radiography teachers, mentors and students. Amongst the main limitations in mammography education were the insufficient study period allocated to this discipline as well as a lack of material resources.…”

Section: Introductionmentioning

confidence: 99%

An Innovative Approach to Training of Radiologic Technologists in Mammography

Bliznakova,

Dukov,

Tsekova

et al. 2023

Preprint

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The aim of this study is to introduce and evaluate a new approach by using 3D printed anthropomorphic breast phantoms in teaching X-ray mammography techniques Radiologic technologists. For this purpose, a physical anthropomorphic breast phantom is created, based on a computational breast version. The phantom is created by a stereolithography 3D printer. The practical exercises were conducted in three sessions with the participation of radiographers students first, second and third year of training, respectively. A survey was prepared to summarise the participants´ opinion about this new form of training in mammography technique. A total of 83 students were trained with the new approach. From these 52 responded to the survey questions. More than half of the students (71.2%) successfully handled the exercise with the physical breast phantom. The training provoked a substantial number of students to express the belief that incorporating modern methods based on digital technologies into their X-ray device training is essential. The instructor was well prepared and with the needed competence. The experience within this training convinces the future professionals to introduce the new technologies in their routine work, particularly for exercising the compression technique and breast positioning.

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Challenges in mammography education and training today: The perspectives of radiography teachers/mentors and students in five European countries

Cited by 16 publications

References 35 publications

Learner’s perception, knowledge and behaviour assessment within a breast imaging E-Learning course for radiographers

Learner’s perception, knowledge and behaviour assessment within a breast imaging E-Learning course for radiographers

Effectiveness of a Developed In-House Breast Phantom in Enhancing the Knowledge of Mammographic Positioning in Radiologic Technology Students: A Quasi-Experimental Study in Thailand

An Innovative Approach to Training of Radiologic Technologists in Mammography

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