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

Groth, Michael; Riemer, Martin; Ernst, Marielle; Herrmann, Jochen; Fiehler, Jens; Buhk, Jan‐Hendrik

doi:10.1055/s-0043-124191

Cited by 18 publications

(20 citation statements)

References 18 publications

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“…They could show that the interpretive skills can be improved and that the students rated the e-learning to be an appropriate means to transfer the contents [10,11,26]. Positive results have been shown in only a few studies on more complex radiologic imaging techniques like emergency CT scans of the brain and PET/CT scans in lung cancer [27,28].…”

Section: Resultsmentioning

confidence: 99%

Evaluation of a structured e-learning-based approach to CT anatomy of the paranasal sinuses for medical students

Krahe¹,

Ketterer²,

Offergeld³

et al. 2020

Preprint

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Background: Computed tomography (CT) anatomy is not an integral part of undergraduate medical training in many countries. Radiology seems to be well suited for new online based teaching methods. The aim of the study was to evaluate whether e-learning is appropriate to introduce complex learning contents such as sinus CT anatomy in novices and to assess the usefulness of a sinus CT checklist to identify relevant anatomical variants in medical students. Material: Medical students were asked to assess sinus CT scans for anatomical variants before and after the implementation of the CLOSE mnemonic. Sinus CT anatomy and the CLOSE mnemonic were introduced by e-learning. The rate of correctly identified variants and the results of the individual CLOSE items were recorded and compared with those of otolaryngology residents. A questionnaire was distributed for subjective evaluation of the usefulness of the checklist and e-learning.Results: Ten students took part in the study. The rate of correctly identified variants improved significantly from 33.3% to 61.1%. The analysis of the individual CLOSE items showed a significant improvement for C, S and E in students and C, L and S in otolaryngology residents. The students identified more anatomical variants compared to the residents. The subjective evaluation of the CLOSE mnemonic and e-learning was very positive.Conclusion: E-learning was able to transfer complex learning contents in previously non-trained medical students and was evaluated as an appropriate introduction to the topics. The structured assessment of paranasal sinus CT scans using the CLOSE criteria can significantly improve the recognition of anatomical variants.

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Section: Resultsmentioning

confidence: 99%

Evaluation of a structured e-learning-based approach to CT anatomy of the paranasal sinuses for medical students

Krahe¹,

Ketterer²,

Offergeld³

et al. 2020

Preprint

View full text Add to dashboard Cite

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“…Most of the studies focus on using asynchronous distance learning to complement and enhance traditional learning rather than to investigate whether distance learning can replace traditional learning. For these reasons, the majority of students preferred a blended learning approach for radiology teaching over e-learning alone [10,[21][22][23]. However, to compare the effectiveness of traditional and distance learning, using synchronous interaction in online learning environments should be considered, which this study intended to assess.…”

Section: Discussionmentioning

confidence: 99%

“…Using pre-recorded video lectures in e-learning has been previously evaluated for teaching radiological contents to medical students [8,21,23,27,31]. However, to the best of our knowledge, there are no sufficient published data on the use of recorded live virtual sessions.…”

Section: Discussionmentioning

confidence: 99%

Synchronous distance teaching of radiology clerkship promotes medical students’ learning and engagement

Alamer

Alharbi

2021

Insights Imaging

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Background The COVID-19 pandemic has impacted education in myriad ways, primarily leading to an abrupt paradigm shift in teaching and learning practices towards distance learning. The study aims to assess the effectiveness of teaching radiology to undergraduate medical students using synchronous distance learning compared to traditional on-campus learning through exploring students’ perceived satisfaction and concerns. Students’ perceptions were correlated with their attendance, grades, and frequency of technical difficulties. Methods The study was designed as an observational study involving fourth-year medical students (2019/2020) from two institutions. The cohort students were exposed to traditional learning, distance learning, or both. Students completed an online self-administered questionnaire concerning their perceptions of distance learning. Students’ attendance, engagement, technical difficulties, and post-clerkship knowledge assessments were analyzed using descriptive and inferential statistics. Results A total of 145 participants completed the clerkship using the following strategies: traditional learning (n = 66), both traditional and distance learning (n = 67), and distance learning alone (n = 12). The most important result indicates that the abrupt transition to distance learning was well perceived. Most students preferred distance learning over traditional learning in the radiology clerkship (p = .05). During the synchronous sessions, student attendance was high, reaching to 100%. Technical difficulties were limited (1.9%), and they did not affect learning. Conclusion Synchronous distance teaching promotes learning, interaction, and enjoyment in undergraduate radiology education, and it can be as effective as traditional on-campus learning. The technical difficulties encountered, although they were limited, can be overcome by recording the synchronous sessions.

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“…Moreover, the availability of online anatomy atlases brings the students closer to the practice, without the need to be inside the anatomy laboratory. It is evident that the visualization of the images allows the practical application of multidisciplinary theoretical concepts 29 , being a true treatment for "neurophobia" 8,9,13,19 .…”

Section: Discussionmentioning

confidence: 99%

Challenges for learning neuroradiology in undergraduate medical school: analysis from the students’ point of view

Feitosa

Neto

Gregório

et al. 2021

Rev. bras. educ. med.

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Introduction: The teaching of neuroradiology in undergraduate medical school must be seen as an integration tool for the interdisciplinary study of radiology, anatomy and neurology. In practice, there is a limitation on the part of students in acquiring such knowledge, either due to “neurophobia”, or due to the lack of previous anatomical-radiological knowledge and also due to the lack of integrated didactic materials aimed at undergraduate school. However, there are few studies reporting the difficulties encountered by students in learning neuroradiology. Objective: To assess the perception of medical students about learning difficulties in neuroradiology. Method: Quantitative study, carried out with medical students enrolled in the second and seventh semesters of a university in Fortaleza. Data were obtained through a structured questionnaire with 12 yes or no answer questions. The questions addressed the possible difficulties encountered in acquiring neuroradiological knowledge, among them: the lack of targeted didactic material, the lack of integration with neurology, the need for basic radiological and anatomical knowledge, the large volume of content to study, and the limitations of active and traditional methodologies. Results: 181 questionnaires were analyzed. Most students report as difficulties: the need for basic knowledge of radiology (80.1%); neuroanatomy (77.5%); and to correlate radiology and neuroanatomy (70.9%). When comparing the 2nd semester and 7th semester groups, there was a greater tendency to point out the lack of practical knowledge of neurology by 2nd-semester students as a factor of greater difficulty in learning neuroradiology (82.6% versus 67.4 %, with p <0.0018). When asked about the usefulness of creating an e-book aimed at undergraduate students for learning neuroradiology, 85.6% of the students answered affirmatively; in the case of a mobile application, 92.3% agreed. As for the correlation between neuroradiology and medical practice, 98.3% answered that it is useful and necessary knowledge. Conclusion: In the students’ opinion, previous knowledge of neuroanatomy and clinical neurology is important for learning neuroradiology. The development of material such as an e-book or mobile application focused on integrating the teaching of these disciplines is considered a good alternative to facilitate the understanding of neuroradiology.

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

Cited by 18 publications

References 18 publications

Evaluation of a structured e-learning-based approach to CT anatomy of the paranasal sinuses for medical students

Evaluation of a structured e-learning-based approach to CT anatomy of the paranasal sinuses for medical students

Synchronous distance teaching of radiology clerkship promotes medical students’ learning and engagement

Challenges for learning neuroradiology in undergraduate medical school: analysis from the students’ point of view

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