Informatics in Radiology: Evaluation of an e-Learning Platform for Teaching Medical Students Competency in Ordering Radiologic Examinations

Abstract

A preliminary audit of orders for computed tomography was performed to evaluate the typical performance of interns ordering radiologic examinations. According to the audit, the interns showed only minimal improvement after 8 months of work experience. The online radiology ordering module (ROM) program included baseline assessment of student performance (part I), online learning with the ROM (part II), and follow-up assessment of performance with simulated ordering with the ROM (part III). A curriculum blueprint determined the content of the ROM program, with an emphasis on practical issues, including provision of logistic information, clinical details, and safety-related information. Appropriate standards were developed by a committee of experts, and detailed scoring systems were devised for assessment. The ROM program was successful in addressing practical issues in a simulated setting. In the part I assessment, the mean score for noting contraindications for contrast media was 24%; this score increased to 59% in the part III assessment (P = .004). Similarly, notification of methicillin-resistant Staphylococcus aureus status and pregnancy status and provision of referring physician contact information improved significantly. The quality of the clinical notes was stable, with good initial scores. Part III testing showed overall improvement, with the mean score increasing from 61% to 76% (P < .0001). In general, medical students lack the core knowledge that is needed for good-quality ordering of radiology services, and the experience typically afforded to interns does not address this lack of knowledge. The ROM program was a successful intervention that resulted in statistically significant improvements in the quality of radiologic examination orders, particularly with regard to logistic and radiation safety issues.

Evaluation of use of e-Learning in undergraduate radiology education: A review

“…Howlett [13] decided to integrate the imaging into clinical cases to meet the requirements of the actual clinical cases and be able to create an essence of real clinical practice for students. Marshall [17] addressed radiological ordering practical matters with the ROM program to compensate conventional radiology curriculum at undergraduate level. Silveira [20] uses CEPH-learning software that addresses learning situations through complex and variety of real world case studies to be able to put knowledge into practice.…”

“…Among the customized tools and applications (n = 9) Radiation Protection (RP) module improved radiation protection knowledge [16], Radiological Ordering Module (ROM) improved quality of radiologic examination orders [17], I2Vote improved knowledge retention [18], and Online Electronic Information Skills OEIS developed skills in accessing the right radiology information [19]. The Learning Virtual Object LVO is seen to be of no importance in changing student performance but it did give significant results if used for longer duration [20].…”

“…Thus virtual lectures can be replaced for conventional lectures but are more useful if given before the actual class discussions. Marshall [17] evaluated the use of online radiology ordering module by using single group pre/post test design. The results showed significant improvement in the test scores increasing from 61 to 76%.…”

Proton MR spectroscopy in the breast: Technical innovations and clinical applications

“…Currently, a variety of breast receiver coils are available that yield differences in SNR, uniformity, comfort, subject orientation, unilateral imaging options, and biopsy devices . In 2010, Marshall et al studied three multicoil breast arrays for conventional and parallel imaging. They found that placing additional small, adjustable coil elements adjacent to the breast tissue led to a larger SNR.…”

Strategies for Incorporating Radiology into Early Medical School Curricula

“…Online independent learning modules are certainly considered more innovative [12,21,22] than printed textbooks. These resources allow more opportunity for active learning by providing an interactive experience with a case-based or problem-based format [3].…”