Introducing Online Continuing Education in Radiology for General Practitioners

Xiberta, Pau; Boada, Imma; Thió‐Henestrosa, Santiago; Ortuño, Pedro Antonio Hellín; Pedraza, Salvador

doi:10.1007/s10916-019-1499-7

Cited by 6 publications

(6 citation statements)

References 40 publications

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“…At the time, our imaging database had many cases to illustrate all the aforementioned considerations. For this reason, we decided to create an online course using our previous experience in e-learning methodologies [ 48 ] and e-learning platform development [ 37 ]. The course was created to help professionals identify findings suggesting pulmonary involvement by COVID-19 through CXR images, as well as other findings that could point to other pathologies.…”

Section: Methodsmentioning

confidence: 99%

Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic

Xiberta

Boada

Thió‐Henestrosa

et al. 2022

Medical Education Online

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The risk of contagion and the lockdown caused by the COVID-19 pandemic forced a change in teaching methodologies in radiology. New knowledge about the disease that was being acquired on a daily basis needed to be rapidly spread worldwide, but the restrictions imposed made it difficult to share this information. This paper describes the methodology applied to design and launch a practice-based course on chest X-ray suggestive of COVID-19 right after the pandemic started, and aims to determine whether asynchronous online learning tools for radiology education are useful and acceptable to general practitioners and other medical personnel during a pandemic. The study was carried out from April to October 2020 and involved 2632 participants. Pre- and post-testing was used to assess the participants’ gain of knowledge in the course content (paired t-tests and chi-squared tests of independence). A five-point Likert scale questionnaire inspired by the technological acceptance model (TAM) was provided to evaluate the e-learning methodology (ANOVA tests). The results from the pre- and post-tests showed that there were significant differences in the scores before and after completing the course (sample size = 2632, response rate = 56%, ). As for the questionnaire, all questions surpassed 4.5 out of 5, including those referring to perceived ease of use and perceived usefulness, and no significant differences were found between experienced and inexperienced participants (sample size = 2535, response rate = 53%, ). The analysis suggests that the applied methodology is flexible enough to adapt to complex situations, and is useful to improve knowledge on the subject of the course. Furthermore, a wide acceptance of the teaching methodology is confirmed for all technological profiles, pushing for and endorsing a more widespread use of online platforms in the domain of radiology continuing education.

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Section: Methodsmentioning

confidence: 99%

Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic

Xiberta

Boada

Thió‐Henestrosa

et al. 2022

Medical Education Online

Self Cite

View full text Add to dashboard Cite

show abstract

“…While this transition had already begun, the pandemic expedited this process. Recent studies have shown that learning radiology through virtual platforms is viable, comparable, and positively perceived compared to in‐person learning, resulting in the same skills and learner performance compared to in‐person lessons 18–22 …”

Section: Introductionmentioning

confidence: 99%

“…In classrooms, this has been supported through the use of case‐based learning, but there is also strong evidence of providing immediate feedback following application problems. With instructors as facilitators for discussion, it was shown that this immediate feedback from instructors supported higher processing of the information, and thus more learning 22,32 …”

Section: Introductionmentioning

confidence: 99%

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Radiology for anatomy educators: Success of an online, 2‐day course for radiology training

Barger

Resuehr

Edwards

2023

Anatomical Sciences Ed

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Incorporation of radiology training into anatomy education from community college to health professional schools is becoming increasingly popular. However, anatomy educators generally lack training in common radiology modalities, including X‐ray, CT, MRI, and ultrasound. Professional development or continuing education courses provide current and new educators the chance to gain new skills within a short timeframe. Here, a 2‐day, online course for anatomy educators was created. The goals of which were for the participants: to gain basic knowledge of different radiology modalities, recognize normal radiographic images, and apply that information to common diseases or injuries in interactive case studies. Each day focused on different modalities, where Day 1 studied X‐ray, CT, and MRI; and Day 2 studied Ultrasound. A 10‐question pre‐ and post‐test was taken by attendees for each day of instruction on a voluntary basis. Following the completion of the course, attendees were provided a survey to determine their perceptions on course content and knowledge acquired. Most attendees instructed undergraduates at 4‐year universities, though several attendees came from community colleges and high schools. All attendees showed a significant improvement in knowledge from their pre‐ to post‐test scores in X‐ray, CT, MRI, and ultrasound following training. This was also reflected in their survey responses, where attendees felt the course was effective in increasing their knowledge and confidence in radiology. Overall, this study demonstrates the effectiveness of online continuing education courses and the need for more introductory radiology courses for anatomy educators.

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“…Previous studies also supported the effectiveness of online CME in terms of physicians’ satisfaction, knowledge gain, and behavioral changes [ 6 , 7 ]. Interestingly, a recent study concluded that physicians were open to the idea of online CME programs as a substitute for face-to-face courses as they encouraged more participation in CME, promoted more engagement, and reduced the need and time to travel [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluating knowledge retention and perceived benefits of medical webinar for professional development among Indonesian physicians

Yo¹,

Witjaksono²,

Fitriani³

et al. 2021

Korean J Med Educ

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Purpose: To assess knowledge retention of physicians after participating in a webinar series and its perceived benefits on daily practice and career development.Methods: The webinar series comprised six separate webinars about daily practice. Online questionnaires were sent to all participating physicians via email 3 months after the webinars. The questionnaire assessed knowledge retention through the difference between initial and follow-up post-test as well as the webinar series’ benefits on daily practice and career development. Participants’ demographic information, including their age, gender, education, year of graduation, and work details, were collected to compare outcomes between demographic groups.Results: A total of 689 responses were gathered, and 622 were analyzed. At follow-up, the median knowledge score was significantly lower than the initial median knowledge score (Z=-6.973, p<0.001). Participants’ perception of the webinar series’ benefits on daily practice and career development was very positive. A significant weak negative correlation was found between age and knowledge score at follow-up (rs=-0.157, p<0.001). Physicians who graduated more recently and worked for less than 3 years scored significantly higher on knowledge tests at follow-up. Meanwhile, perception score towards webinar series’ benefits on daily practice was significantly higher among physicians with more extended work history. Male physicians scored significantly higher on perception score towards webinar series’ benefits on career development.Conclusion: Online continuing medical education programs like webinars can encourage physicians to maintain their competence, but further research on improving knowledge retention over time is necessary. Overall, physicians perceived webinars to be beneficial for their professional development.

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Introducing Online Continuing Education in Radiology for General Practitioners

Cited by 6 publications

References 40 publications

Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic

Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic

Radiology for anatomy educators: Success of an online, 2‐day course for radiology training

Evaluating knowledge retention and perceived benefits of medical webinar for professional development among Indonesian physicians

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