Emergency Radiology “Boot Camp”: Educating Emergency Medicine Residents Using E‐learning Radiology Modules

Minkowitz, Shlomo; Leeman, Kristen T.; Giambrone, Ashley E.; Kherani, Jennifer; Belfi, Lily M.; Bartolotta, Roger J.

doi:10.1002/aet2.10002

Cited by 10 publications

(3 citation statements)

References 8 publications

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“…Prior studies addressed this knowledge gap using onetime didactic lectures or instructional videos. [8][9][10][11][12] However, demonstrating CT findings on single images poorly represents the cognitive work of identifying these findings in clinical practice. 13 Even if a lecturer "scrolls" through a CT, learners are unable to actively engage with the images.…”

Section: Discussionmentioning

confidence: 99%

Rethinking Radiology: An Active Learning Curriculum for Head Computed Tomography Interpretation

Aliaga

Clarke

2022

WestJEM

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Introduction: Head computed tomography (CT) interpretation is a vital skill for emergency physicians. Existing literature shows poor concordance between emergency physicians and radiologists in head CT interpretation. Prior studies have used passive learning methods to address this knowledge gap. We created an active learning curriculum for teaching head CT interpretation to emergency medicine (EM) residents and compared its effectiveness to a passive learning strategy. Methods: We conducted a prospective, randomized controlled study of EM residents at a single institution. Three educational sessions were delivered over a three-month period via video conference. The active learning cohort (ALC) scrolled through head CT teaching cases we designed on Pascbin, a web-based radiology picture archiving and communication system. The passive learning cohort (PLC) watched instructional videos that scrolled through the same cases. Both cohorts were given equal time to review the cases and ask an instructor questions. Residents took pre-intervention and post-intervention tests on head CT interpretation. We analyzed scores using paired and unpaired t-tests. Results: Forty-two residents took the pre-intervention test. Mean pre- and post-test scores for the ALC were 43.8% and 59.0% (P <0.001), and for the PLC were 41.7% and 45.3% (P = 0.29). The difference in ALC and PLC post-test scores was statistically significant (P = 0.009) with a large effect size (Cohen’s d = 1.34). Conclusion: Our active learning head CT curriculum using Pacsbin showed superior learning outcomes when compared to a passive learning strategy and required no additional time or resources. This intervention offers a more effective and learner-centric method for implementing radiology curricula in EM residency programs.

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Section: Discussionmentioning

confidence: 99%

Rethinking Radiology: An Active Learning Curriculum for Head Computed Tomography Interpretation

Aliaga

Clarke

2022

WestJEM

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“…11 Finally, while asynchronous learning opportunities in radiology are available, our study highlights that many programs are not capitalizing on this additional teaching modality, despite some programs and prior studies demonstrating success with use of this modality. 15,16 Many institutions in our study rely on their own interpretations, specifically for radiographs. This is in accordance with prior literature that has demonstrated attending radiology coverage is variable.…”

Section: Discussionmentioning

confidence: 99%

Radiology Education Among Emergency Medicine Residencies: A National Needs Assessment

Villa

Wheaton

Lai

et al. 2021

WestJEM

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Introduction: Radiology training is an important component of emergency medicine (EM) education, but its delivery has been variable. Program directors have reported a lack of radiology skills in incoming interns. A needs assessment is a crucial first step toward improving radiology education among EM residencies. Our objective was to explore the current state of radiology education in EM residency programs. Methods: This was a cross-sectional survey study of all Accreditation Council for Graduate Medical Education-accredited EM programs in the United States. Program leadership completed an online survey consisting of multiple choice, Likert scale, and free-response items. We calculated and reported descriptive statistics. Results: Of eligible EM programs, 142/252 (56%) completed the survey including 105 postgraduate year (PGY) 1-3 and 36 PGY 1-4 programs. One respondent opted out of answering demographic questions. 23/141 (16%) were from the Western region, 29/141 (21%) were from the North Central region, 14/141 (10%) were from the South-Central region, 28/141 (20%) were from the Southeast region, and 47/141 (33%) were from the Northeast region. A total of 88/142 (62%) of responding programs did not have formal radiology instruction. Of the education that is provided, 127/142 (89%) provide it via didactics/lectures and 115/142 (81%) rely on instruction during clinical shifts. Only 51/142 (36%) provide asynchronous opportunities, and 23/142 (16%) have a dedicated radiology rotation. The majority of respondents reported spending 0-2 hours per month on radiology instruction (108/142; 76%); 95/141 (67%) reported that EM faculty “often” or “always” provide radiology instruction; 134/142 (95%), felt that it was “extremely” or “very important” for ED providers to be able to independently interpret radiograph results; and 129/142 (90.84%) either “sometimes” or “always” rely on their independent radiograph interpretations to make clinical decisions. The radiology studies identified as most important to be able to independently interpret were radiographs obtained for lines/tubes, chest radiographs, and radiographs obtained for musculoskeletal-related complaints. Conclusion: A minority of EM residency programs have formal instruction in radiology despite the majority of responding program leadership believing that these are important skills. The most important curricular areas were identified. These results may inform the development of formal radiology curricula in EM graduate medical education.

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“…Ten of the studies incorporated leaderboards, 2,6,[13][14][15][16][17][18][19] feedback, 2,6,8,9,13,14,17-20 and social interaction 27-9,13-15,18-20 ; eight studies incorporated a question bank 2,9,13,14,[16][17][18][19] ; and four studies incorporated progress bars, 6,7,14,17 rewards, 2,14,16,20 and story lines. 7,8,15,16 Social interaction in the form of player-to-player communication was heavily valued by the studies.…”

Section: Summary Of Gamification Elementsmentioning

confidence: 99%

Gamification in otolaryngology: A narrative review

Westenhaver

Africa²,

Zimmerer³

et al. 2021

Laryngoscope Investig Oto

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Introduction:The medical field has incorporated gamification elements into education platforms over the past decade. The standard definition for gamification that has been adopted by most research studies is the addition of game elements and game mechanics within a platform to enhance user engagement. In this review, seven established, consolidated components, as well as an additional new or novel component, will be evaluated: a point system/leaderboards, question banks or gradable content, social interaction with other participants, leaderboards, progress or levels, immediate feedback, badges/icons or a reward system, and the novel component, a story line.Methods: Two reviewers searched MEDLINE, Cochrane, PsycINFO, Web of Knowledge, and the Nursing Registry. This review compares the one identified otolaryngology study with current residency education gamification practices within the medical field.The authors searched "residency AND gamification", "residency AND video games", and "residency AND games". After applying exclusion criteria, the 13 remaining studies included a procedure, questions/scenarios, and at least three gamification elements.Results: Across the 13 studies, the average number of included gamification elements was higher than the minimum threshold of three (3.84). Ten of the studies incorporated leaderboards, feedback, and social interaction; eight incorporated a question bank; and four incorporated progress bars, rewards, and story lines. The otolaryngology study incorporated four of the gamification components: a point system, instant feedback/solution after a question was answered, player-to-player communication, and a leaderboard. Conclusion:Review of the current literature found that the medical field has limited research regarding the use of gamification in educational platforms. Despite many simulation studies and attempts at gamification, the medical community has not fully embraced gamification within residency education. In closing, the medical education community should establish a definition of "gamification" and survey residency programs to identify desired gamification elements.

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Emergency Radiology “Boot Camp”: Educating Emergency Medicine Residents Using E‐learning Radiology Modules

Cited by 10 publications

References 8 publications

Rethinking Radiology: An Active Learning Curriculum for Head Computed Tomography Interpretation

Rethinking Radiology: An Active Learning Curriculum for Head Computed Tomography Interpretation

Radiology Education Among Emergency Medicine Residencies: A National Needs Assessment

Gamification in otolaryngology: A narrative review

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