Technology and Radiology Education—Meeting the Needs of Millennial Learners

Kasprzak, T.

doi:10.1016/j.acra.2016.03.003

Cited by 13 publications

(5 citation statements)

References 15 publications

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“…To tackle this problem, it is very important to consider the functionalities provided by a platform before its selection. In [20], the uses of technology in the context of radiology education are presented, and in [3,4] multiple online radiology resources which offer case-based learning experiences are described. From the experience of carrying out our course, we have realised that image interaction has been one of the most valued functionalities.…”

Section: Discussionmentioning

confidence: 99%

Introducing Online Continuing Education in Radiology for General Practitioners

et al. 2020

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The aim of this study was to determine whether e-learning as a new teaching methodology was acceptable for general practitioners in continuous education courses of radiology. Generally, these courses are face-to-face with the corresponding time and place limitations. To overcome these limitations, we transformed one of these courses to an online one evaluating its acceptance. The course was about thorax radiology and it was delivered to 249 participants. The experiment was carried out in two phases: Phase 1, as a pilot testing with 12 general practitioners (G1), and Phase 2, with 149 general practitioners (G2), 12 radiologists (G3) and 76 medical residents (G4). All participants evaluated the course design, the delivering e-learning platform, and the course contents using a five-point Likert scale (satisfaction level from 1 to 5). Collected data was analysed using t, Mann-Whitney U and Kruskal-Wallis tests. In Phase 1, the rounded scores of all questions except one surpassed 3.5. In Phase 2, all the rounded scores surpassed 4.0 indicating that a total agreement on all items was achieved. All collected impressions indicate the high acceptance of the proposed methodology.

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Section: Discussionmentioning

confidence: 99%

Introducing Online Continuing Education in Radiology for General Practitioners

et al. 2020

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“…Training.-With regard to education, millennials prefer the same type of on-demand access and immersive interactive format that they have grown accustomed to while interacting online and playing video games. The traditional didactic lecture format is not as effective in reaching this generation and must be updated to meet the needs of these digital natives (36). Offering case-based learning, providing access to online repositories of focused educational resources, and using audienceresponse systems accessed through smartphones or tablets allow millennial learners to assess their knowledge base in real time.…”

Section: Impact Of Millennials In Radiologymentioning

confidence: 99%

Navigating Generational Differences in Radiology

Krishnaraj

Pesch

2018

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Generations are cohorts of individuals born in a particular time period who share similar values or value systems owing to historic events that occurred at crucial times during their development.Generations are defined to study how views and values change over time and to assess the differential impact that formative experiences have on groups. Understanding and navigating generational differences will be a critical skill for radiology leaders in the coming decade, as four distinct generations are working side by side for the first time in history. The four generations currently in the workforce are categorized as traditionalists, baby boomers, Generation Xers, and millennials. Beginning in 2016, millennials became the largest generation in the U.S. workforce, surpassing the number of Generation Xers. This major demographic shift will have a profound impact on workplace culture, recruitment efforts, and trainee education. While each generation has similar basic needs, meeting those needs and motivating individuals of different generations are best accomplished using different approaches. Radiology leaders must encourage and support these varied generations to work harmoniously to foster high-performance organizations. © RSNA, 2018 •

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“…In recent years, experiential and interactive learning methods, including simulation(11) and games(12), have been explored to better appeal to millennial learners(13). Many of these efforts involve e-learning, which offers increased accessibility and personalization of educational content(14).…”

Section: Introductionmentioning

confidence: 99%

An interactive contouring module improves engagement and interest in radiation oncology among preclinical medical students: Results of a randomized trial

Neppala

Sherer

Larson

et al. 2018

Practical Radiation Oncology

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Use of an interactive contouring module was an effective method to teach preclinical medical students about radiation oncology, with no significant difference in knowledge gained compared with a traditional didactic lecture; however, higher engagement among students completing the contouring module led to improved retention of knowledge of radiation side effects and greater interest in radiation oncology. These data suggest a potential benefit of integrating an interactive radiation oncology module into the preclinical medical school curriculum.

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Technology and Radiology Education—Meeting the Needs of Millennial Learners

Cited by 13 publications

References 15 publications

Introducing Online Continuing Education in Radiology for General Practitioners

Introducing Online Continuing Education in Radiology for General Practitioners

Navigating Generational Differences in Radiology

An interactive contouring module improves engagement and interest in radiation oncology among preclinical medical students: Results of a randomized trial

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