Structured work-based learning in undergraduate clinical radiology immersion experience

Teichgräber, Ulf; Ingwersen, Maja; Bürckenmeyer, Florian; Malouhi, Amer; Arndt, Clemens; Herzog, Aimee; Franiel, Tobias; Mentzel, Hans‐Joachim; Aschenbach, René

doi:10.1186/s12909-021-02592-0

Cited by 3 publications

(2 citation statements)

References 24 publications

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“…The approach of inverted classroom is based on a heutagogic teaching model of blended learning [ 4 , 11 – 13 ]. Initially, students are expected to prepare independently by online videos and additional self-chosen informational resources [ 2 ].…”

Section: Methodsmentioning

confidence: 99%

Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic - a prospective evaluation and historic comparison

et al. 2021

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Background In the time of the coronavirus disease 2019 (COVID-19) pandemic, in-person lectures had to be shifted to online learning. This study aimed to evaluate students’ and lecturers’ perception and effectiveness of a virtual inverted classroom (VIC) concept on clinical radiology in comparison to a historic control. Methods In the winter semester 2020/21, 136 fourth year medical students who completed the clinical radiology VIC during the pandemic, were included in the single centre, prospective study. Results were compared with a historic control that had finished the physical inverted classroom (PIC) in the immediately preceding year. The VIC consisted of an initial phase of self-determined preparation with learning videos and a second interactive phase of clinical case studies alternating between the virtual lecture hall and virtual buzz groups. At the end of the lecture series, students rated the lecture on a scale of 1 (most positive assessment) to 6 (most negative assessment) through an online survey platform. Additionally, they reported their impressions in free-form text. Lecturers were invited to comment on the VIC in a group interview. Main outcomes were final grades and student perception of the VIC. Results Students’ general impression of VIC was lower than that of PIC (median value of 3 [IQR 4, 2] and 1 [IQR 0, 0], p < 0.001), respectively, p < 0.001). The highest rating was achieved concerning use of the audience response system (median 1 [IQR 1, 0]), and the lowest concerning the buzz groups (median 4 [IQR 5, 3]). Students stated that they would have appreciated more details on reading images, greater focus on plenary case studies, and provision of exam related scripts. Lecturers would have liked better preparation by students, more activity of students, and stronger assistance for group support. Exam grades after VIC were better than after PIC (median 1 [IQR 2, 1] and 2 [IQR 2,1], respectively, p < 0.001). Conclusions Students’ overall perception of VIC was satisfactory, although worse than PIC. Final grades improved compared to PIC. Provided an adapted buzz group size and support, VIC may serve as complement in medical education once the pandemic is over.

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Section: Methodsmentioning

confidence: 99%

Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic - a prospective evaluation and historic comparison

et al. 2021

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“…On the 4th level of training, during the final year, learners will gain “on-field” experience through work-based learning [ 22 ]. They should be enabled to conduct ultrasonography for the most part independently.…”

Section: Introductionmentioning

confidence: 99%

Integration of ultrasonography training into undergraduate medical education: catch up with professional needs

et al. 2022

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Objective Ultrasonography (US) has become the first-line imaging modality even for physicians who are not imaging specialists. The progress has not yet been sufficiently considered in medical education. The aim was to develop a curriculum that integrates US as a compulsory part into medical education directly from the start, to build up professional competencies toward residency. Methods Development was based on Kern’s six-step approach to identify problems, specify needs, define goals, outline strategies, and propose methods. Results The proposed curriculum follows a spiral course within which students should pass through four levels of training with increasing complexity. Students will be asked to independently prepare for courses by using learning videos. On the first training level, US should be closely linked to anatomy and physiology courses. Competency-centered courses should be held in small groups. On the second level, in the third year of education, students will apply point-of-care ultrasonography concerning multiple medical disciplines. On the third level, they will select a compulsory course in a specialty of their choice, held at five consecutive dates. From then on, US will be conducted in patients. Finally, during the final year, students are expected to use US under pro-active supervision with a large degree of independence and confidence. Throughout the curriculum, the discipline of radiology combines vertically with foundational sciences and horizontally with other medical specialties. Conclusion The conceptual proposal for a longitudinal US curriculum presented here has been developed by radiologists to equip students with competencies needed for contemporary patient care.

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Psychometric Analysis of an Integrated Clinical Education Tool for Physical Therapists

Becker,

Shields,

Sass

2024

JOPTE

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Introduction. Integrated clinical education (ICE) courses require opportunities for practice, assessment of performance, and specific feedback. The purposes of this study were to 1) analyze the internal consistency of a tool for evaluating students during ICE courses, 2) examine the responsiveness of the tool between midterm and final assessments, and 3) develop a model to predict the final score from midterm assessments and explore relationships among the 6 domains. Review of Literature. Several clinical education assessment tools have been developed for terminal clinical experiences, but few have focused on the needs of learners during the ICE. Subjects. Eighty-five student assessments were collected from 2 consecutive cohorts of physical therapist students in a first full-time ICE course. Methods. The tool contained 29 items within 6 domains. Items were rated on a 5-point scale from dependent to indirect supervision. Cronbach's alpha was used to analyze the internal consistency of the tool, whereas responsiveness was examined with paired t-test and Cohen's d. A best subsets regression model was used to determine the best combination of midterm variables that predicted the final total scores. Coefficients of determination (R 2) were calculated to explore the relationships among domains. Results. The tool was found to have high internal consistency at midterm and final assessment (α = 0.97 and 0.98, respectively). Mean scores increased over time for each domain score and for the total score (P < .001; d = 1.5). Scores in 3 midterm domains predicted more than 57% of the variance in the final total score. Discussion and Conclusion. Results support the use of this tool to measure student performance and growth in a first full-time ICE course. Targeted measurement of students' abilities in ICE courses assists with differentiating formative and summative learning needed to achieve academic success.

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Structured work-based learning in undergraduate clinical radiology immersion experience

Cited by 3 publications

References 24 publications

Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic - a prospective evaluation and historic comparison

Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic - a prospective evaluation and historic comparison

Integration of ultrasonography training into undergraduate medical education: catch up with professional needs

Psychometric Analysis of an Integrated Clinical Education Tool for Physical Therapists

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