Student and Faculty Perceptions of Interactive Learning in the Radiology Clerkship

Locksmith, John P.; Mundy, Wanda M.; Passmore, Gregory G.

doi:10.1097/00004424-199210000-00019

Cited by 11 publications

(4 citation statements)

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“…The results of this study support our two hypotheses as they suggest that the intensive case‐based approach to the clinical teaching of radiology can not only achieve a higher level of learning than a clinical radiology rotation, but can also improve the students’ satisfaction scores. Our results are in agreement with prior studies in human medicine education, in which integration of computer‐based cases for teaching radiology in the medical school curriculum improved the posttest scores and satisfaction of the students 19–22 …”

Section: Discussionsupporting

confidence: 91%

“…Our results are in agreement with prior studies in human medicine education, in which integration of computer-based cases for teaching radiology in the medical school curriculum improved the posttest scores and satisfaction of the students. [19][20][21][22] Differences between the in-house and the off-shore students were expected to some degree, given the different background in their education. Our results suggest that the off-shore students were less knowledgeable in veterinary radiology; however, it is critical to account the potential bias impairing this analysis.…”

Section: Discussionmentioning

confidence: 99%

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Case‐based intensive veterinary radiology clerkship improves students’ radiographic interpretation skills and overall course satisfaction scores

Gallastegui

Spoldi

Billhymer

et al. 2021

Vet Radiology Ultrasound

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The variability in diagnostic imaging caseload, increasing class sizes, high hospital workloads, and the progressive departure of veterinary radiologists from academia can lead to inconsistent and reduced teaching opportunities. This one group pretest, posttest study aimed to compare the learning outcomes of students enrolled in two veterinary radiology clerkship models. Our hypothesis was that the learning and satisfaction scores of students in a case‐based veterinary radiology clerkship would be higher than those in a clinical veterinary radiology clerkship. During the spring and summer semesters of 2019, students were assigned to a clinical (CRC) or case‐based (CBRC) radiology clerkship model, respectively. Prior to starting the clerkship and at the conclusion thereof, all students took identical radiographic interpretation quizzes. Four major areas of learning were assessed: knowledge base (KB), diagnostic test interpretation (DTI), problem prioritization and differential diagnosis (PPDDX), and critical thinking (CrT). A total of 41 of 48 (CRC) and 130 of 151 (CBRC) students enrolled in this study; 15 and 34, respectively, were off‐shore students, while the remainder were in‐house students. In‐house students improved their scores with CRC and CBRC, but achieved better scores in the four areas with CBRC. Off‐shore students only improved their scores with CBRC. In both groups, there was a negative effect of CRC on DTI. Course satisfaction score was 3.21 on CRC and 4.38 on CBRC (range 1‐5). An intensive, case‐based, discussion‐focused veterinary radiology clerkship can improve students’ radiographic interpretation skills and overall course satisfaction scores.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Case‐based intensive veterinary radiology clerkship improves students’ radiographic interpretation skills and overall course satisfaction scores

Gallastegui

Spoldi

Billhymer

et al. 2021

Vet Radiology Ultrasound

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“…The results showed that medical students, residents, and faculty preferred involving students in appropriate decision making and problem solving. 13 Similarly, Erinjeri and Bhalla 14 found that shifting radiology case-based instruction from a passive observational approach to an active learning delivery was beneficial. An interesting article published in 2005 illustrates the importance of clinical histories in the interpretation of radiographs: groups of students examining the same set of radiographs were given different patient histories.…”

Section: Discussionmentioning

confidence: 98%

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

Linaker

2015

Journal of Chiropractic Humanities

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ObjectiveThe purpose of this study was to examine literature on how radiology is taught and learned by both radiology residents and undergraduates in the health professions.MethodsA review of the literature was performed using relevant key words. Articles were retrieved through December 2012 using PubMed, ScienceDirect, ERIC, Proquest, and ICL databases along with a manual review of references.ResultsOf the 4716 unique abstracts reviewed by the author, 91 were found to be relevant to the purpose of this study. The literature retrieved reported pedagogical approaches to teaching radiology including the following: problem solving, technology as teacher, independent learning tools, visiting lectureships, case based teaching, and conferences. There was some exploration of the relative effectiveness of educational formats. Suggestions for future research identify 7 areas of relative consistency.ConclusionRadiology is a clinical skill that requires integration science, clinical information, clinical experiences, and information recorded on diagnostic imaging studies. The research in this area focuses on problem solving, the use of algorithm/scripts, introducing uncertainty in clinical scenarios, incorporating technology in learning environments, active learning techniques, and methods of independent learning. Although the literature in this area is still in its infancy, the research examining the relative effectiveness of these various educational formats is often contradictory, suggesting that this is a complex area of study with numerous factors influencing student learning.

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“…When asked to assess the two different formats, the students who received the interactive teaching style rated the sessions considerably higher (4.6 on a five-point scale) compared to the traditional observer format (3.3). 37 The setting of the teaching is also important. The "hot seat" style, whereby the student joins the working radiologist, is often problematic if performed at the departmental PACS workstation or viewbox as teaching is often interrupted by technical staff, consultant physician colleagues, and their juniors whose clinical problems are given priority over teaching needs.…”

Section: How Should Radiology Be Taught?mentioning

confidence: 99%

Radiology in the undergraduate medical curriculum — Who, how, what, when, and where?

Bhogal¹,

Booth²,

Phillips³

et al. 2012

Clinical Radiology

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Student and Faculty Perceptions of Interactive Learning in the Radiology Clerkship

Cited by 11 publications

References 0 publications

Case‐based intensive veterinary radiology clerkship improves students’ radiographic interpretation skills and overall course satisfaction scores

Case‐based intensive veterinary radiology clerkship improves students’ radiographic interpretation skills and overall course satisfaction scores

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

Radiology in the undergraduate medical curriculum — Who, how, what, when, and where?

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