Flipped Classroom Model for Teaching Undergraduate Students in Radiology

Afzal, Shaista; Masroor, Imrana

doi:10.29271/jcpsp.2019.11.1083

Cited by 22 publications

(28 citation statements)

References 11 publications

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“…The characteristics of all included studies are summarized in Table 1 . [ 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ] The publication year of all 19 articles covering a period between 2015 and 2019 with sample sizes ranging from 40 to 240 medical students in participation. A total of 9 nonrandomized trials (NRCTs) and 10 randomized trials (RCTs) were included into our meta-analysis.…”

Section: Resultsmentioning

confidence: 99%

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Effectiveness of flipped classroom vs traditional lectures in radiology education

Chen

Yan

et al. 2020

Medicine

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Background: With the convert of educational concept, flipped classroom has been adopted gradually in radiology courses as a new teaching mode. Considering no evidence has been concluded to illustrate the effectiveness of of flipped classroom over traditional instructor-centered lectures in radiology education, this meta-analysis was conducted to provide empirical evidence for the reform of pedagogical. Methods: Studies were retrieved from six databases, including Pubmed, Embase, Web of Science, Wanfang Data, CNKI, and VIP, from their inception to 16 February 2020. Literature selection and data extraction were completed by two reviewers independently. The effect size of each index was expressed as the odds ratio (OR) for a categorical variable and standard mean difference (SMD) for a continuous variable, each with corresponding 95% confidence interval (95% CI). Results: A total of 19 studies with 2114 participants were deemed to be eligible for inclusion. The results of this meta-analysis indicated that: the newly emerged flipped classroom represented significant advantage versus traditional lecture in improving theoretical performance (SMD 1.12, 95% CI 0.61–1.63, P < .001), as well as in cultivating students’ practical skills (SMD 2.59, 95% CI 1.69–3.59, P < .001). In the subjective findings of investigation, more positive responses were attained in students who took radiology subjects in flipped classroom, covering course satisfaction (OR 1.70, 95% CI 1.35–2.14, P < .001), improvement of teamwork ability (OR 1.80, 95% CI 1.21–2.67, P = .004), self-directed learning and reflection (OR 1.98, 95% CI 1.31–2.97, P = .001), and subjective cognition on consolidation of knowledge mastery (OR 1.38, 95% CI 1.19–1.60, P < .001). Conclusion: Flipped classroom displays multiple advantages versus traditional lecture-based teaching mode, which is well worth further promoting and applying in the process of radiology education.

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Section: Resultsmentioning

confidence: 99%

“…The methodological quality of each included study is presented with detailed scores in Table 2 . [ 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ] All these 19 studies were awarded a total score ranging from 5 to 11 points and meet the cut-off value of high-quality studies with respect to study design.…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of flipped classroom vs traditional lectures in radiology education

Chen

Yan

et al. 2020

Medicine

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“…On MRI, the lesion appears hypodense on T1-sequence and hyperintense on T2. MRI is more useful to exclude communication between the cystic lesion and pancreatic duct when compared to CT (39).…”

Section: Discussionmentioning

confidence: 99%

Cystic lymphangioma of the pancreas: a hard diagnostic challenge between pancreatic cystic lesions—review of recent literature

Fleres¹,

Mazzeo²,

Vulcano³

et al. 2018

Gland Surg

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Lymphangiomas are rare congenital benign tumors arising from the lymphatic system. The incidence of this disease in the pancreas is extremely rare, accounting for less than 1% of these tumors. Before introducing the review we reported a case of a 67-year-old woman with cystic lymphangioma of the pancreas. We reported the radiological investigations carried out preoperatively and the treatment performed. The review tries to identify the features described in literature of the pancreatic lymphangioma. We have performed a PubMed research of the world literature between January 1 st 2000, to November 31 st 2017, using the keywords [Lymphangioma pancreas], [diagnosis], [CT lymphangioma] and [MRI lymphangioma]. We have found 158 articles, of which about 100 were case reports. Based on our search criteria, we have identified 31 pancreatic lymphangioma in literature reporting their imaging characteristics. According to our report and to several authors in literature the diagnosis of cystic pancreatic lymphangioma should be considered as a differential diagnosis of pancreatic cystic lesions (PCLs). The role of imaging exams (CT and MRI) can help to identify and suspect this possibility of diagnosis. The endoscopic ultrasound-guided fine needle aspiration (EUS-FNA) can have a potential role to reach the correct diagnosis.

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“…Durch die vermehrte Interaktion zwischen den Studierenden im Präsenzunterricht erhöht sich zudem der Lerneffekt bei den Studierenden [14,40]. Dieses Lernformat wird bereits seit Jahren insbesondere im angloamerikanischen Raum in den verschiedensten Disziplinen erfolgreich eingesetzt, mittlerweile sind auch erste Berichte für die Anwendung in der radiologischen Lehre publiziert [41][42][43][44].…”

Section: Verschiedene Lehrformate Und Digitalisierung In Der Radiologieunclassified

White Paper: Radiology Curriculum for Undergraduate Medical Education in Germany and Integration into the NKLM 2.0

Dettmer

Barkhausen

Volmer

et al. 2021

Rofo

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Objective The aim was to develop a new curriculum for radiology in medical studies, to reach a national consensus and to integrate it into the new national competence-based learning objectives catalog (NKLM 2.0). In this statement of the German Radiological Society (DRG), the process of curriculum development is described and the new curriculum is presented together with suggestions for practical implementation. Materials and Methods The DRG has developed a new curriculum for radiology. This was coordinated nationally among faculty via an online survey and the result was incorporated into the NKLM 2.0. Furthermore, possibilities for the practical implementation of the competency-based content are shown and different teaching concepts are presented. Results The developed curriculum is competency-based and aims to provide students with important skills and abilities for their future medical practice. The general part of the curriculum is divided into the topics “Radiation Protection”, “Radiological Methods” and radiologically-relevant “Digital Skills”. Furthermore, there is a special part on the individual organ systems and the specific diseases. In order to implement this in a resource-saving way, new innovative teaching concepts are needed that combine the advantages of face-to-face teaching in small groups for practical and case-based learning with digital teaching offers for resource-saving teaching of theoretical content. Conclusion We have created a uniform radiology curriculum for medical studies in Germany, coordinated it nationally and integrated it into the NKLM 2.0. The curriculum forms the basis of a uniform mandatory radiology teaching and should be the basis for the individual curriculum development of each faculty and strengthen the position of radiology in the interdisciplinary context. Key Points: Citation Format

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Flipped Classroom Model for Teaching Undergraduate Students in Radiology

Abstract: Objective: To determine the effectiveness of teaching through flipped classroom model on learning and acceptability of undergraduate medical students in their radiology clerkship.

Cited by 22 publications

References 11 publications

Effectiveness of flipped classroom vs traditional lectures in radiology education

Effectiveness of flipped classroom vs traditional lectures in radiology education

Cystic lymphangioma of the pancreas: a hard diagnostic challenge between pancreatic cystic lesions—review of recent literature

White Paper: Radiology Curriculum for Undergraduate Medical Education in Germany and Integration into the NKLM 2.0

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