Pedagogical Approaches to Diagnostic Imaging Education: A Narrative Review of the Literature

Linaker, Kathleen L.

doi:10.1016/j.echu.2015.09.005

Cited by 9 publications

(6 citation statements)

References 79 publications

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“…Although previous literature has revealed that a mainstay of radiology education was self-learning, the technology could not replace the dedication of human educators. [ 12 ] Similar results have been demonstrated by Cawthorn et al . [ 7 ] They compared US image acquisition quality between the simulator-trained group and sonographer-trained group and found that mean quality scores of the simulator-trained group were significantly lower than those of sonographer- trained group.…”

Section: Discussionsupporting

confidence: 87%

A single static breast model education of ultrasound skill in final year medical students of Burapha University

Limchareon

Kongprompsuk

2018

J Med Ultrasound

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Background:Ultrasound (US) is widely used among physicians. There has been no standardized curriculum in US for undergraduate medical students. This study aimed to assess the US image acquisition skill of final year medical students after adding 2 weeks dedicated radiology rotation.Methods:At our institution, there are two hospital affiliations. Two-week radiology rotation was added for the final-year students of one affiliation. These students had a chance to do the US in real-life clinical settings proctored by radiologists. At the end of the academic year, US image acquisition skill was assessed by objective structured clinical examination (OSCE) in students from both affiliations.Results:From 48-final-year medical students, 28 students finished the 2 week radiology rotation. OSCE mean score of the students who received radiology rotation was significantly higher than other groups with a score of 65.5 compared to 53.3, respectively (P = 0.006). The student background characteristics had no relationship with the OSCE score (P = 0.565).Conclusion:Results showed that exposure through a dedicated radiology rotation in only 2 weeks is helpful to improve the US skill of the medical students regardless of their background performances. Exposure to live patients is essential for students' experiences. OSCE can be used as a standardized assessment tool.

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Section: Discussionsupporting

confidence: 87%

A single static breast model education of ultrasound skill in final year medical students of Burapha University

Limchareon

Kongprompsuk

2018

J Med Ultrasound

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“…However, there is very little research in the radiology trainee's education literature exploring these areas that allow a better evaluation of one of the many aspects present in academic formation, allocation of resources and training of residents in diagnostic area serving as backbone any medical center. To our knowledge, no such study has ever been done to understand how radiology is taught, learned and perceived by radiology residents and its relation to the overall environment 4…”

Section: Introductionmentioning

confidence: 99%

Perception of Post graduate educational environment among Radiology Residents Using PHEEM criteria: A comparison between two public sector hospitals

Nisar¹,

Khaliq²

2022

PJMHS

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Educational environment includes the support system of physical surrounding, equipment and human resource that helps to motivate engagement towards acquiring knowledge and learning. Assessment of student’s perception on educational environment provides opportunities for improving learning experiences. The ever increasing innovations in medical field and the growing diversity of students as well as medical courses have led to proportionate increase in demand to evaluate educational environment. The current study aims to compare the perception of the learning environment at two public sector tertiary care hospitals in different cities of Pakistan using a standardized validated tool, PHEEM. Methodology: In this cross sectional study, using 40 statement PHEEM Validated questionnaire, radiology residents of FCPS, MCPS, FRCR and MD working at two public sector teaching hospitals were included. The study was conducted in months of August and September 2021 with non-purposive convenience sampling technique. The individual perception scores by residents were calculated. The means, standard deviation and standard error of mean were calculated for individual domains as well as global scores and then compared in the two different hospitals, different levels in years of residency and both genders. A p-value of ≤0.05 was taken as significant. Results: There were 45 radiology residents in total, who completed the questionnaire. The trainees perceived educational environment positive at their institutes, with a global mean of 73.3 (SD: 28.5). Autonomy, teaching and social support were rated 25.2 (SD 9.2), 30.1 (SD 13.4) and 18.1 (SD 7.6) respectively. Gender wise there was no difference between the PHEEM scores of the two groups. P value was 0.4. Similarly year of training did not have much difference either with a p value of 0.9 in the total PHEEM score of 1st year and 4th year residents. Conclusion: Our results show that we have plenty of problems in both the hospitals which need to be addressed one by one. Key words: educational environment, PHEEM, standardized, perception

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“…In image interpretation education, recent shifts away from the container model as the dominant instructional approach have occurred in radiology education [4]. Radiograph interpretation represents a complex skill since learners must apply their knowledge of anatomy and pathology and their problem-solving skills to assess each image and reach a diagnosis or conclusion [5].…”

Section: Introductionmentioning

confidence: 99%

“…Radiograph interpretation represents a complex skill since learners must apply their knowledge of anatomy and pathology and their problem-solving skills to assess each image and reach a diagnosis or conclusion [5]. In addition to absorbing relevant declarative knowledge, learners must restructure and adapt their knowledge for each new image [4]. In radiology education, traditional teaching methods have been gradually replaced by more interactive approaches, such as case-based instruction [6].…”

Section: Introductionmentioning

confidence: 99%

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Instructional Strategies to Enhance Dermoscopic Image Interpretation Education: A Review of the Literature

Tran¹,

Ternov

Weber

et al. 2022

Dermatol Pract Concept

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Introduction: In image interpretation education, many educators have shifted away from traditional methods that involve passive instruction and fragmented learning to interactive ones that promote active engagement and integrated knowledge. By training pattern recognition skills in an effective manner, these interactive approaches provide a promising direction for dermoscopy education. Objectives: A narrative review of the literature was performed to probe emerging directions in medical image interpretation education that may support dermoscopy education. This article represents the second of a two-part review series. Methods: To promote innovation in dermoscopy education, the International Skin Imaging Collaboration (ISIC) assembled an Education Working Group that comprises international dermoscopy experts and educational scientists. Based on a preliminary literature review and their experiences as educators, the group developed and refined a list of innovative approaches through multiple rounds of discussion and feedback. For each approach, literature searches were performed for relevant articles. Results: Through a consensus-based approach, the group identified a number of theory-based approaches, as discussed in the first part of this series. The group also acknowledged the role of motivation, metacognition, and early failures in optimizing the learning process. Other promising teaching tools included gamification, social media, and perceptual and adaptive learning modules (PALMs). Conclusions: Over the years, many dermoscopy educators may have intuitively adopted these instructional strategies in response to learner feedback, personal observations, and changes in the learning environment. For dermoscopy training, PALMs may be especially valuable in that they provide immediate feedback and adapt the training schedule to the individual’s performance.

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Pedagogical Approaches to Diagnostic Imaging Education: A Narrative Review of the Literature

Cited by 9 publications

References 79 publications

A single static breast model education of ultrasound skill in final year medical students of Burapha University

A single static breast model education of ultrasound skill in final year medical students of Burapha University

Perception of Post graduate educational environment among Radiology Residents Using PHEEM criteria: A comparison between two public sector hospitals

Instructional Strategies to Enhance Dermoscopic Image Interpretation Education: A Review of the Literature

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