Conventional Medical Education and the History of Simulation in Radiology

Chetlen, Alison L.; Mendiratta‐Lala, Mishal; Probyn, Linda; Auffermann, William F.; DeBenedectis, Carolynn M.; Marko, Jamie; Pua, Bradley B.; Sato, T. Shawn; Little, Brent P.; Dell, Carol M.; Sarkany, David; Gettle, Lori Mankowski

doi:10.1016/j.acra.2015.07.003

Cited by 64 publications

(41 citation statements)

References 98 publications

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“…problem-based learning, case-based learning, and team-based learning [8][9][10]. Unlike these previously studied conventional methods, with the concept of learning from clinical experience, we modified a new experiential education model that enables students to practice radiology interpretation and diagnosis by taking on the radiologists' role in a simulated environment.…”

Section: Studies Focusing On a Variety Of Radiology Education Models mentioning

confidence: 99%

Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

Chen

Zheng

et al. 2019

Preprint

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Background Medical education in China is in a transitional period changing from passive learning to experiential education models. We have modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Methods With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we have modified an experiential education method that simulates similar working conditions for undergraduate medical students to take on the role as clinical radiologists and formulate radiology diagnosis. A total of 101 students were allocated into either the experiential education group [Office1] or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t -tests were used to compare the numeric data. Results The experiential education group demonstrated significantly higher scores (7.4±1.3) in the short answer type questions on imaging “description and diagnosis” when compared to the control group (6.7±1.5, p <0.05). The self-assessment questionnaire indicated that the experiential education corresponded to an increased familiarity with the diagnostic principles, the imaging sequences and reconstruction methods of computer tomography (CT), which also strengthen participants’ confidence to perform future clinical work (p <0.05). The self-assessment questionnaire from the experiential education group showed great satisfaction with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity in majority of students. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education model showed greater efficacy in improving students’ analytical and diagnostic skills as well as clinical confidence.

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Section: Studies Focusing On a Variety Of Radiology Education Models mentioning

confidence: 99%

Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

Chen

Zheng

et al. 2019

Preprint

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“…Our literature review on competency management frameworks revealed that the bulk of the Canadian literature on competencies deals with medical education and professional development, within the scope of the Canadian Medical Education Directives (CanMEDS) Framework for Canada's medical postgraduate training programs [32][33][34]. The CanMEDS framework was developed in 1996 and since then has been modified for use in other countries [32].…”

Section: Competency Management Framework In Canadamentioning

confidence: 99%

An Overview of Competency Management for Learning and Performance Support: A Canadian Perspective

Kondratova

Fourier²,

Molyneaux³

2017

Int. J. Adv. Corp. Learn.

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Abstract-Despite the turbulent economy, recent expenditures on workplace learning in North America have increased. Technology-based methods including tools that enable social learning are making significant gains and account for 39% of all training hours in 2012. A majority of companies are moving from static classroom training to workplace learning that is more interactive and driven by technology. Companies actively experiment with new methods such as personalized learning, performance support, and gamification to encourage employees' motivation to learn and promote continuous workplace learning, practice and application. However, the divide between the training and competencies people have and the training and competencies companies need still remains. The National Research Council Canada (NRC)'s Learning and Performance Support Systems (LPSS) program, by implementing adaptive and personalization strategies, develops software components for learning, training, performance support and enterprise workforce optimization. These technologies have the potential to facilitate lifelong learning, reduce learning and training costs, and reduce demands on physical infrastructure. Software components being developed for learning, training and performance support also enable streamlined and rapid skill development, as well as reduce time to competency, support informal, personal and personalized learning, increase learner engagement, address workforce optimization and sustainability, and increase operational performance and productivity. An overview of the LPSS system and capabilities is presented along with the results of our review of the current state of competency management in Canada and some challenges in this area, followed by recommendations for further work on competency functionality in the context of the LPSS program.

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“…Observational tools include global rating scales, checklists (checking "respect for tissue, efficiency of time and motion, instrument handling, knowledge of instruments, use of assistants, flow of operation, forward planning and knowledge of specific procedural steps"). Non-observational tools include computer based measurements such as scores "generated based on errors, economy of movement, and time to complete the task" [13].…”

Section: Medical Competency Frameworkmentioning

confidence: 99%

“…Issues with simulations and competencies "include the challenges and costs of obtaining and using appropriate simulation software and hardware, concerns about validation of simulations as an educational tool, and difficulty in creating normative standards for grading performance." To summarize, potential barriers to simulation and competencies include: access, cost, instructor availability, educational validity, assessment and outcome measurements [13].…”

Section: Medical Competency Frameworkmentioning

confidence: 99%

Design Considerations for Competency Functionality Within a Learning Ecosystem

Kondratova

Molyneaux

Fournier

2017

Lecture Notes in Computer Science

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Vous avez des questions?Nous pouvons vous aider. Pour communiquer directement avec un auteur, consultez la première page de la revue dans laquelle son article a été publié afin de trouver ses coordonnées. Si vous n'arrivez pas à les repérer, communiquez avec nous à PublicationsArchive-ArchivesPublications@nrc-cnrc.gc.ca. Access and use of this website and the material on it are subject to the Terms and Conditions set forth at Design considerations for competency functionality within a learning ecosystem Kondratova, Irina; Molyneaux, Heather; Fournier, Helene https://publications-cnrc.canada.ca/fra/droits L'accès à ce site Web et l'utilisation de son contenu sont assujettis aux conditions présentées dans le siteAbstract. This paper provides a review of the current trends within competency based training and management and the challenges with competency management frameworks in Canada. The paper builds on earlier work by the authors related to digital systems for competency management, a market analysis report for competency management systems and a literature review on competency management systems in Canada. The authors also elaborate on current and proposed design solutions for competency functionality in the context of the Learning and Performance Support (LPSS) program at the National Research Council of Canada (NRC) and on the results of user surveys and usability studies of the LPSS system related to competency and skills development.

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Conventional Medical Education and the History of Simulation in Radiology

Cited by 64 publications

References 98 publications

Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

An Overview of Competency Management for Learning and Performance Support: A Canadian Perspective

Design Considerations for Competency Functionality Within a Learning Ecosystem

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