Reshaping Radiology Precall Preparation: Integrating a Cloud-Based PACS Viewer Into a Flipped Classroom Model

Sajedi, Payam; Salamon, Noriko; Hostetter, Jason; Karnezis, Stellios; Vijayasarathi, Arvind

doi:10.1067/j.cpradiol.2018.07.014

Cited by 10 publications

(11 citation statements)

References 16 publications

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“…Across all studies, approximately 985 learners were involved with a flipped classroom intervention. Thirteen medical specialties were represented, including anesthesiology, 46,49,50,57 emergency medicine, 8,38,44,52,58 internal medicine, 39 internal medicine-pediatrics, 43 neurology, 47 neurological surgery, 41 obstetrics and gynecology, 55,56 pathology, 42 pediatrics, 40,43,51 psychiatry, 45 radiology, 53 thoracic surgery, 48 and surgical intensive care. 54 All study designs were quantitative; however, a few gathered feedback through open-ended survey items.…”

Section: Education Contentmentioning

confidence: 99%

“…Some suggested that using the FC was a solution to scheduling issues-either saving time in already saturated didactic schedules or providing schedule flexibility. 38,39,41,48,52,53,56 Others suggested that the FC method was selected to improve didactic instruction, motivate or engage learners, promote active learning, or prepare for more advanced levels of content material. [38][39][40][41][42]44,46,47,49,54 Residency programs adopted the FC method in 1 of 3 ways.…”

Section: Education Contentmentioning

confidence: 99%

“…52 Other programs have replaced their entire didactic curriculum with FC sessions. 41,44,48,50,55 Three articles describe the use of FC for portions of their didactic curriculum: intern orientation, 38,49,53 reinforcement of important basic science principles, 42,45,46 and weekly didactics during 1-or 2-month rotations. 39,47,54,55 As proof-of-concept projects, Haspel and Lockhart designed FC instruction for delivery at national conferences.…”

Section: Education Contentmentioning

confidence: 99%

“…44 Level 2a Outcomes-Change in Opinion: Almost a third of the articles reported changes in learner opinions about the FC, the content taught, or the learners themselves. [38][39][40]43,46,49,53,54 Changes in opinion about the FC method were observed in a control group study and a pre-post study, both yielding large effect sizes of 1.1 and 0.95, respectively. 39,46 Residents improved their opinions about teaching in a pre-post study of resident-as-teacher skills, which also yielded a large effect (0.95).…”

Section: Study Outcomesmentioning

confidence: 99%

“…39 Effect sizes could not be calculated for the remaining articles reporting Level 2a outcomes. 38,43,53,54 Level 2b Outcomes-Change in Knowledge or Skills: A third of the articles reported changes in knowledge or skills that came from controlled studies involving either parallel or historic control groups. 8,39,41,44,46,51,55,56 Effect sizes for these studies ranged from large (1.56) to negative (-0.51).…”

Section: Study Outcomesmentioning

confidence: 99%

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Flipping the Classroom in Graduate Medical Education: A Systematic Review

King

Gottlieb

Mitzman

et al. 2019

Journal of Graduate Medical Education

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Background Flipped classroom (FC) instruction has become increasingly common in graduate medical education (GME).Objective The purpose of this study was to profile the use of FC in the GME setting and assess the current status of research quality. MethodsWe conducted a systematic literature search of major health and social science databases from July 2017 to July 2018. Articles were screened to ensure they described use of the FC method in an Accreditation Council for Graduate Medical Education-accredited residency program and included research outcomes. Resulting articles were analyzed, described, and evaluated for research quality using the Kirkpatrick framework and the Medical Education Research Study Quality Instrument (MERSQI).Results Twenty-two articles were identified, all of which were recently published. Five were only indirectly related to FC methods. Most studies reported Kirkpatrick-level outcomes. Studies involving resident learner opinions were generally positive. Pre-posttest studies resulted in large positive improvements in knowledge or skills attainment. Control group study results ranged from large positive (1.56) to negative effects (-0.51). Average MERSQI scores of 12.1 (range, 8.5-15.5) were comparable to GME research norms.Conclusions Varying methods for implementing and studying the FC in GME has led to variable results. While residents expressed a positive attitude toward FC learning, shortcomings were reported. Approximately half of the studies comparing the flipped to the traditional classroom reported better achievement under the FC design. As indicated by the MERSQI score, studies captured by this review, on average, were as rigorous as typical research on residency education.

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Section: Education Contentmentioning

confidence: 99%

Section: Education Contentmentioning

confidence: 99%

Section: Education Contentmentioning

confidence: 99%

Section: Study Outcomesmentioning

confidence: 99%

Section: Study Outcomesmentioning

confidence: 99%

See 3 more Smart Citations

Flipping the Classroom in Graduate Medical Education: A Systematic Review

King

Gottlieb

Mitzman

et al. 2019

Journal of Graduate Medical Education

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Challenges within our current education model and where to direct innovation: the three-strand triquetra approach

Prabhu

Breen

2020

Pediatr Radiol

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The Time Has Come: a Paradigm Shift in Diagnostic Radiology Education via Simulation Training

et al. 2020

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Current radiology training for medical students and residents predominantly consists of reviewing teaching files, attending lectures, reading textbooks and online sources, as well as one-on-one teaching at the workstation. In the case of medical schools, radiology training is quite passive. In addition, the variety of important and high-yield cases that trainees are exposed to may be limited in scope. We utilized an open-source dcm4chee-based Picture Archiving and Communication System (PACS) named "Weasis" in order to simulate a radiologist's practice in the real world, using anonymized report-free complete cases that could easily be uploaded live during read-outs for training purposes. MySQL was used for database management and JBOSS as application server. In addition, we integrated Weasis into a web-based reporting system through Java programming language using the MyEclipse development environment. A freeware, platform-independent, image database was established to simulate a real-world PACS. The sever was implemented on a dedicated non-workstation PC connected to the hospital secure network. As the client access is through a webpage, the cases can be viewed from any computer connected to the hospital network. The reporting system allows for evaluation purposes and providing feedback to the trainees. Brief survey results are available. Implementation of such a low-cost, versatile, and customizable tool provides a new opportunity for training programs in offering medical students with an active and more realistic radiology experience, junior radiology residents with potentially better preparation for independent call, and senior resident and fellows with the ability to fine-tune high-level specialty-level knowledge.

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Reshaping Radiology Precall Preparation: Integrating a Cloud-Based PACS Viewer Into a Flipped Classroom Model

Cited by 10 publications

References 16 publications

Flipping the Classroom in Graduate Medical Education: A Systematic Review

Flipping the Classroom in Graduate Medical Education: A Systematic Review

Challenges within our current education model and where to direct innovation: the three-strand triquetra approach

The Time Has Come: a Paradigm Shift in Diagnostic Radiology Education via Simulation Training

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