An Introduction and Implementation of Problem-based Learning for Radiography Positioning Training

et al. 2019

Preprint

Background Medical education in China is in a transitional period, from passive learning models to experiential education. We developed an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Method With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we developed an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experimental group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experimental group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results The experimental group demonstrated significantly higher scores (7.4±1.3) compared to the control group (6.7±1.5, p <0.05) in the question type “description and diagnosis”. The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants’ self-confidence to perform future clinical work (p <0.05). The self-assessment questionnaire in the experimental group showed that the majority of students were satisfied with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students’ analysis and diagnostic skills and their self-confidence.

Section: Introductionmentioning

confidence: 99%

Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

et al. 2019

Preprint

“…A variety of radiology education methods have been previously reported, including problem-based learning, case-based learning, and team-based learning [11][12][13]. Unlike these previously studied conventional methods, under the concept of learning from experience, we modified a new experiential education method that enables students to practice radiology interpretation and diagnosis by taking on the radiologist's role in a simulated environment.…”

Section: Introductionmentioning

confidence: 99%

Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

et al. 2019

Preprint

Background Medical education in China is in a transitional period changing from passive learning to experiential education models. We have modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Methods With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we have modified an experiential education method that simulates similar working conditions for undergraduate medical students to take on the role as clinical radiologists and formulate radiology diagnosis. A total of 101 students were allocated into either the experiential education group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t -tests were used to compare the numeric data. Results The experiential education group demonstrated significantly higher scores (7.4±1.3) in the short answer type questions on imaging “description and diagnosis” when compared to the control group (6.7±1.5, p <0.05). The self-assessment questionnaire indicated that the experiential education corresponded to an increased familiarity with the diagnostic principles, the imaging sequences and reconstruction methods of computer tomography (CT), which also strengthen participants’ confidence to perform future clinical work (p <0.05). The self-assessment questionnaire from the experiential education group showed great satisfaction with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity in majority of students. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education model showed greater efficacy in improving students’ analytical and diagnostic skills as well as clinical confidence.

“…Studies focusing on a variety of radiology education models have been previously reported, including problem-based learning, case-based learning, and team-based learning [8][9][10]. Unlike these previously studied conventional methods, with the concept of learning from clinical experience, we modified a new experiential education model that enables students to practice radiology interpretation and diagnosis by taking on the radiologists' role in a simulated environment.…”

Section: Introductionmentioning

confidence: 99%

Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

et al. 2019

Preprint

Background Medical education in China is in a transitional period changing from passive learning to experiential education models. We have modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Methods With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we have modified an experiential education method that simulates similar working conditions for undergraduate medical students to take on the role as clinical radiologists and formulate radiology diagnosis. A total of 101 students were allocated into either the experiential education group [Office1] or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t -tests were used to compare the numeric data. Results The experiential education group demonstrated significantly higher scores (7.4±1.3) in the short answer type questions on imaging “description and diagnosis” when compared to the control group (6.7±1.5, p <0.05). The self-assessment questionnaire indicated that the experiential education corresponded to an increased familiarity with the diagnostic principles, the imaging sequences and reconstruction methods of computer tomography (CT), which also strengthen participants’ confidence to perform future clinical work (p <0.05). The self-assessment questionnaire from the experiential education group showed great satisfaction with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity in majority of students. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education model showed greater efficacy in improving students’ analytical and diagnostic skills as well as clinical confidence.