An Internet-Based Radiology Course in Medical School: Comparison of Academic Performance of Students on Campus Versus Those With Absenteeism Due to Residency Interviews

Alexander, Andrew George; Deas, Deborah; Lyons, Paul

doi:10.2196/mededu.8747

Cited by 22 publications

(19 citation statements)

References 14 publications

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“…Possible iterations of this remote elective include: (a) specialty-specific tracks for fourth-year medical students entering specialties that interface with pathology designed with a focus on interprofessional communication, collaboration, and development of a collegial understanding of the scope of pathology practice to enable greater collaboration with future clinicians, (b) virtual electives for visiting students from outside institutions to reduce the financial burden and provide more equitable access to audition rotations, and (c) adaptation of the curriculum to meet the needs of a career exploration elective for third-year medical students. Success in a remote offering of a clinical radiology elective structured for fourth-year medical students during residency interview season 1 also highlights another potential place in the fourth-year curriculum where a remote pathology elective may be beneficial. By preparing and implementing remote options now, the medical education community can position courses to overcome unforeseen barriers to in-person activities in the future including pandemics, natural disasters, medical illness, or parental/family leave, and can expand the pathology pipeline by hosting students who do not have access to a pathology rotation at their home institution.…”

Section: Discussionmentioning

confidence: 99%

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Perceptions of a Remote Learning Pathology Elective for Advanced Clinical Medical Students

Tanaka

Ramachandran

2021

Academic Pathology

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In mid-March 2020, our institution removed most medical students from in-person clinical clerkships due to the COVID-19 pandemic. The Department of Pathology responded by transitioning a fourth-year clinical elective to an all-remote format composed of synchronous didactics, daily clinical sign-out utilizing digital microscopy, and asynchronous learning materials. Thirty-seven medical students completed 2- or 4-week anatomic pathology electives tailored to meet their career goals and allowing them to progress toward graduation. Institutional Review Board approval was granted to survey students’ perceptions of engagement in the remote learning environment. Quantitative and qualitative data were collected using a standardized school-wide end-of-rotation survey, an online survey developed by the authors, and students’ self-directed learning goals. End-of-rotation data showed the remote pathology course performed well (4.88 of possible 5) when compared to all advanced clinical clerkships (4.51, n = 156 courses), all elective rotations (4.41, n = 50 courses), and the traditional in-person pathology elective (4.73). Core strengths in the virtual environment included high educational value, flexibility of content and schedule, organization, tailoring to an individual’s learning goals, and a positive education environment. Deficits included the inability to gross surgical specimens, inadequate observation or feedback about students’ skills, and impaired social connections. Areas for improvement included requests for in-person experiences and development of themed tracks for career exploration. Many aspects of anatomic pathology appear well-suited to the remote learning environment. While the remote model may not be sufficient for students pursuing careers in pathology, it can be adapted to increase nonpathologists’ understanding of interdisciplinary clinical collaboration with pathologists.

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Section: Discussionmentioning

confidence: 99%

“…Even medical specialties that can be highly integrated on digital platforms, like radiology, pathology, and clinics utilizing telehealth videoconferencing, continue to offer in-person rotations though new opportunities for remote rotations are being introduced. 1 , 2 …”

Section: Introductionmentioning

confidence: 99%

Perceptions of a Remote Learning Pathology Elective for Advanced Clinical Medical Students

Tanaka

Ramachandran

2021

Academic Pathology

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“…Still, reports of remote student learning in radiology have been favorable. Before the COVID-19 pandemic, response to an Internet-based medical school radiology course designed for students traveling to residency interviews gained overall positive feedback, citing flexibility, and educational quality as highlights of the program (5). More recently, incorporation of remote student learning initiatives in response to social distancing mandates have been described with great appreciation from student learners (6).…”

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confidence: 99%

Medical Student Engagement and Educational Value of a Remote Clinical Radiology Learning Environment: Creation of Virtual Read-Out Sessions in Response to the COVID-19 Pandemic

et al. 2021

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Rationale and Objectives: The need for social distancing has resulted in rapid restructuring of medical student education in radiology. While students traditionally spend time learning in the reading room, remote clinical learning requires material shared without direct teaching at the radiology workstation. Can remote clinical learning meet or exceed the educational value of the traditional in-person learning experience? Can student engagement be matched or exceeded in a remote learning environment? Materials and Methods: To replace the in-person reading room experience, a small-group learning session for medical students named Virtual Read-Out (VRO) was developed using teleconferencing software. After Institutional Review Board approval, two student groups were anonymously surveyed to assess differences in student engagement and perceived value between learning environments: "Conventional" students participating in the reading room (before the pandemic) and "Remote" students participating in VRO sessions. Students reported perceived frequency of a series of five-point Likert statements. Based on number of respondents, an independent t-test was performed to determine the significance of results between two groups. Results: Twenty-seven conventional and 41 remote students responded. Remote students reported modest but significantly higher frequency of active participation in reviewing radiology exams (p < 0.05). There was significantly lower frequency of reported boredom among Remote students (p < 0.05). There was no significant difference in perceived educational value between the two groups. Conclusion: Students report a high degree of teaching quality, clinical relevance, and educational value regardless of remote or in-person learning format. Remote clinical radiology education can be achieved with equal or greater student interaction and perceived value in fewer contact hours than conventional learning in the reading room.

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“…While individual student preference for format and specific assigned material varied, our survey results indicate that students were able to find personally effective material for each unit. Students in this course appreciated the flexibility of self-directed learning, which, when combined with regular interactive faculty sessions, has been shown to be similarly effective when compared to a traditional radiology rotation [ 7 ].…”

Section: Discussionmentioning

confidence: 99%

A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic

Smith

Boscak

2021

Emerg Radiol

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An Internet-Based Radiology Course in Medical School: Comparison of Academic Performance of Students on Campus Versus Those With Absenteeism Due to Residency Interviews

Cited by 22 publications

References 14 publications

Perceptions of a Remote Learning Pathology Elective for Advanced Clinical Medical Students

Perceptions of a Remote Learning Pathology Elective for Advanced Clinical Medical Students

Medical Student Engagement and Educational Value of a Remote Clinical Radiology Learning Environment: Creation of Virtual Read-Out Sessions in Response to the COVID-19 Pandemic

A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic

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