Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study

Abstract

Objective: The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods: Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results: Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating .4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings .4.0 and overall agreement levels of 70%-100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions: The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.

The use of technology in postgraduate medical education within radiology: a scoping review

“…On the other hand, factors that negatively impact change include resistance, behavior change, balance between different tasks, lack of involvement, lack of consensus, and unsafe culture and hierarchy [ 7 , 13 , 41 ]. Therefore, technological approaches to postgraduate medical education such as e-learning, web-based teaching, social media and artificial intelligence are necessary to assuage key intrinsic and extrinsic factors driving radiologists desire for personal professional development [ 24 , 36 , 39 ]. Key intrinsic factors included desire for personal professional development, desire for new challenges and search for satisfaction within the profession [ 19 , 27 ].…”

Scientific Writing Guidance for Elementary School Teacher Candidate through Synchronous and Asynchronous

“…With this asynchronous model, modules or lecture videos given by lecturers can be accessed anytime and anywhere as needed through platforms such as YouTube and Google Classroom, and even students are free to access various other sources. The asynchronous model gives students tremendous flexibility to study online material at their convenience and own pace, even discussing in small groups using blog platforms or email (Asabere et al, 2017;Poirier et al, 2014;Polat & Kayaduman, 2022;Rao, 2011). Of course, lectures with this model can save costs, mainly student internet quotas.…”

Evaluating the Learning Experience of Web-Conferenced Case Based Learning

“…It has been reported that web conferencing produced equivalent learning outcomes when compared to F2F learning, though this was evaluated through an observational case study [6]. Others have compared web conferencing to asynchronous text-based lectures or discussion boards [12,13]. In regard to web-based CBL, Crawford [8] reviewed six qualitative investigations into web-based CBL and concluded learning that utilizes computers may complement the current CBL learning experience.…”