Is Remote Learning as Effective as In-Person Learning for Contouring Education? A Prospective Comparison of Face-to-Face versus Online Delivery of the Anatomy and Radiology Contouring Bootcamp

Eansor, Paige; Norris, Madeleine E.; D’Souza, Leah; Kassam, Zahra; Leung, Eric; Nichols, Anthony C.; Sharma, Manas; Tay, Keng Yeow; Velker, Vikram; Warner, Andrew; Willmore, Katherine E.; Campbell, Nicole; Palma, David A.

doi:10.1016/j.ijrobp.2021.10.011

Cited by 16 publications

(7 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, the free‐text feedback from a B‐grade student mentioned that watching the dissection guide videos repeatedly was beneficial for learning practical dissection (Table S2 ). Moreover, several previous reports documented the benefits of online learning (Green, et al, 2018 ; Barash, et al, 2021 ; Cheng, et al, 2021 ; Eansor et al, 2022 ; Mahdy & Sayed, 2022 ; Zarcone & Saverino, 2022 ). Taken together, asynchronous online dissection videos could provide more help for students with weaker learning abilities to improve their academic performance in cadaver dissection.…”

Section: Discussionmentioning

confidence: 95%

The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid‐19 pandemic

Chang

Liao

Lue

et al. 2022

Anatomical Sciences Ed

View full text Add to dashboard Cite

Due to the Covid‐19 pandemic, National Taiwan University anatomy teachers adopted asynchronous online video teaching and reduced the size of anatomy laboratory groups in April 2020. The aim of this study was to investigate the impact of these changes on medical students’ learning. Before Covid‐19, the performance of the 2019–2020 cohort was significantly better than that of the 2018–2019 cohort. However, the implementation of modified teaching strategies significantly lowered the laboratory midterm score of the 2019–2020 cohort in the second semester. Conversely, the final laboratory examination score of the 2019–2020 cohort was significantly higher than that of the 2018–2019 cohort. Through correlation analysis, lecture and laboratory examination scores were highly correlated. Additionally, the difference in lecture and laboratory z‐scores between two cohorts, the Likert scale survey and free‐text feedback of the 2019–2020 cohort, were conducted to show the impact of modified teaching strategies. There were several important findings in this study. First, the change in teaching strategies may temporarily negatively influence medical students to learn anatomy. Besides, analyzing the performance of laboratory assessments could be a complementary strategy to evaluate online assessments. Applying lecture examination scores to predict laboratory performance was a feasible way to identify students who may have difficulty in learning practical dissection. Finally, reducing group size together with reduced peer discussion may have a negative effect on learning cadaver dissection for students with low academic performance. These findings should be taken into consideration when anatomy teachers apply new teaching strategies in anatomy courses.

show abstract

Section: Discussionmentioning

confidence: 95%

The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid‐19 pandemic

Chang

Liao

Lue

et al. 2022

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…Nevertheless, investigators have explored including online components with face-to-face anatomy education, or replacing face-to-face anatomy education with online components, even prior to the COVID-19 pandemic [ 2 ]. Online anatomy education can differ markedly from the gold standard of face-to-face learning by allowing content to be paused, replayed and viewed on demand [ 3 , 4 ]. However, online education also reduces or removes students’ physical access to cadaver specimens, other media, and in-person interactions with teachers, which may affect cadaver-based identification and explanatory knowledge [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

The effect of face-to-face versus online learning on student performance in anatomy: an observational study using a causal inference approach

2023

View full text Add to dashboard Cite

Introduction This study aimed to estimate the causal effect of face-to-face learning on student performance in anatomy, compared to online learning, by analysing examination marks under a causal structure. Methods We specified a causal graph to indicate how the mode of learning affected student performance. We sampled purposively to obtain end-semester examination marks of undergraduate and postgraduate students who learned using face-to-face (pre-COVID, 2019) or online modes (post-COVID, 2020). The analysis was informed by the causal graph. Marks were compared using linear regression, and sensitivity analyses were conducted to assess if effects were robust to unmeasured confounding. Results On average, face-to-face learning improved student performance in the end-semester examination in undergraduate students (gain of mean 8.3%, 95% CI 3.3 to 13.4%; E-value 2.77, lower limit of 95% CI 1.80) but lowered performance in postgraduate students (loss of 8.1%, 95% CI 3.6 to 12.6%; E-value 2.89, lower limit of 95% CI 1.88), compared to online learning. Discussion Under the assumed causal graph, we found that compared to online learning, face-to-face learning improved student performance in the end-semester examination in undergraduate students, but worsened student performance in postgraduate students. These findings suggest that different modes of learning may suit different types of students. Importantly, this is the first attempt to estimate causal effects of the mode of learning on student performance under a causal structure. This approach makes our assumptions transparent, informs data analysis, and is recommended when using observational data to make causal inferences.

show abstract

“…There have been several studies using concordances indices such as the JCI, DSC, overlap volume (OV), volume difference, mean surface distance (MSD), and simultaneous truth and performance level estimation (STAPLE) to analyze resident contour quality before and after an educational intervention (course, workshop, contour atlas, computer atlas, etc. ), [12][13][14][15][16][17][18] indicating the value of these educational tools. To our knowledge, our study is the first to serially monitor and measure resident contour quality during residency training.…”

Section: Discussionmentioning

confidence: 99%

A Prospective Study Measuring Resident/Faculty Contour Concordance: A Potential Tool for Quantitative Assessment of Residents’ Performance in Contouring and Target Delineation

Nissen

Ying

Kalantari

et al. 2023

Preprint

View full text Add to dashboard Cite

Purpose/Objective(s)Accurate target delineation/contouring is essential for radiation treatment planning and radiotherapy efficacy. As a result, improving the quality of target delineation is an important goal in the education of radiation oncology residents. The purpose of this study was to track the concordance of radiation oncology residents’ contours with faculty physicians’ contours over the course of one year to assess for patterns.Materials/MethodsResidents in PGY levels of 2-4 were asked to contour target volumes which were compared to the finalized, faculty physician-approved contours. Concordance between resident and faculty physician contours was determined by calculating the Jaccard Concordance Index (JCI), ranging from 0 or no agreement to 1 or complete agreement. Mutivariate mixed effect models were used to assess the association of JCI to the fixed effect of PGY level and its interactions with cancer type and other baseline characteristics. Post hoc means of JCI were compared between PGY levels after accounting for multiple comparisons using a Tukey’s method.ResultsIn total, 958 structures from 314 patients collected during the 2020-2021 academic year were studied. The mean JCI was 0.77, 0.75, and 0.61 for the levels of PGY-4, PGY-3, and PGY-2, respectively. JCI score in PGY-2 was found lower than those of PGY-3 and PGY-4 respectively (P’s<0.001). No statistically significant difference of JCI score was found when comparing between PGY-3 and PGY-4 levels. The average JCI score was lowest (0.51) for primary head/neck cancers and highest (0.80) for gynecologic cancers.ConclusionTracking and comparing the concordance of resident contours and faculty physician contours is an intriguing method of assessing resident performance in contouring and target delineation and could potentially serve as a quantitative metric in radiation oncology resident evaluation, which is lacking currently. However, additional study is necessary before this technique can be incorporated into residency assessments.

show abstract

Is Remote Learning as Effective as In-Person Learning for Contouring Education? A Prospective Comparison of Face-to-Face versus Online Delivery of the Anatomy and Radiology Contouring Bootcamp

Cited by 16 publications

References 18 publications

The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid‐19 pandemic

The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid‐19 pandemic

The effect of face-to-face versus online learning on student performance in anatomy: an observational study using a causal inference approach

A Prospective Study Measuring Resident/Faculty Contour Concordance: A Potential Tool for Quantitative Assessment of Residents’ Performance in Contouring and Target Delineation

Contact Info

Product

Resources

About