Medical student imaging case files in the cloud

Lilly, John F.; Verma, Neha; Jordan, Sheryl G.; Oldan, Jorge; Fordham, Lynn Ansley; Noone, Peadar G.; Dallaghan, Gary L. Beck

doi:10.1111/tct.13059

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…The process of peer review and students’ creation of case-based teaching files promote competency in systems-based practice, with emphasis placed on ACR Appropriateness Criteria®, cost considerations, and communication regarding imaging rather than focusing primarily on interpretation of radiological studies [ 16 ]. The 6-month survey results demonstrated increased student confidence in these areas after reviewing teaching file cases, fostering increased preparedness to navigate appropriate use of imaging in a larger system [ 9 ]. Though not directly surveyed, similar benefits are expected for student editors with additional experience navigating the role of a peer reviewer in a system of publication.…”

Section: Discussionmentioning

confidence: 99%

“…The establishment of the website and survey of students’ impressions of the educational intervention were described in detail by Lilly et al [ 9 ]. In summary, the Department of Radiology created a medical student-centric radiology website with pertinent radiology educational resources, faculty-curated course-specific content, and the teaching file comprised of student-created de-identified cases organized by radiology subspecialty and listed by primary diagnosis.…”

Section: Approachmentioning

confidence: 99%

“…We previously reported the usage of the case files at 6 months and included data from a survey analyzing student impressions of the educational intervention[ 9 ]. The initial study examined the feasibility, establishment, and effectiveness of a publicly accessible student-produced case-based teaching file.…”

Section: Introductionmentioning

confidence: 99%

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Student-led peer review of an online teaching file: perspectives after 2 years

Bozung

Houston

Lilly

et al. 2020

Medical Education Online

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Problem: Opportunities for self-directed learning were missing from our medical school curriculum in general and on our radiology electives specifically. Our objective was to explore the feasibility and benefits of using medical students in the development of our studentcreated teaching files. Approach: In 2018, a website was developed at our institution to support medical student radiology education and create a repository for the online publication of student-developed teaching cases. Students participating in radiology clerkships at our institution had an opportunity to submit case presentations for publication to our online teaching file following peer review. The medical students participated in the peer review process facilitated by the faculty director of radiology undergraduate medical education. The faculty member oversaw the training of new student editors and the development of a peer review guide. Outcomes: The peer review guide included goals of the teaching file project and direction regarding the peer review process. Student editors were trained using the peer review guide in conjunction with individual meetings with the faculty mentor. At twenty-four months, 82 student-developed cases had been published to the online teaching file following medical student peer review. The teaching file had garnered 3884 page views. Next Steps: The medical student-led peer review process meets core competencies in selfdirected learning. The authors plan to explore the application of peer-assisted learning theories to the editing and peer-review process.

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Section: Discussionmentioning

confidence: 99%

Section: Approachmentioning

confidence: 99%

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Student-led peer review of an online teaching file: perspectives after 2 years

Bozung

Houston

Lilly

et al. 2020

Medical Education Online

Self Cite

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“…XX, Issue XX produced teaching files based on actual patient presentations and imaging findings. Referencing these teaching files as a teaching tool readily engages students (22,23). This innovative curriculum description is limited in that it is from a single institution.…”

Section: Discussionmentioning

confidence: 99%

Rules of Engagement: Implementing Student-Centered Learning in Breast Imaging

Jordan

Deans

Johnson

et al. 2020

Journal of Breast Imaging

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In response to changing learner needs, our institution launched a new translational curriculum wherein basic sciences and clinical skills were integrated, longitudinal patient care experiences provided, and earlier opportunities in specialty fields introduced to better inform residency program decisions. Medical students taking the breast imaging elective were enrolled in a breast imaging immersive experience designed to meet the School of Medicine’s core competencies. In focusing the elective on a narrow range of specialized topics and skills, we labeled this experience the Breast Imaging Boot Camp. Outcome data from March 6, 2017, to April 26, 2019, have been analyzed for this report. The modifications made to the elective include: e-mailing a detailed orientation document to students prior to the start of the rotation; assigning students to diagnostic, procedural, and screening roles; the attendance of students at introductory radiology symposia; students’ weekly attendance at institutional multidisciplinary and divisional breast radiologic–pathologic correlation conferences; student self-study assignments using faculty-vetted resources; student participation in breast biopsy simulation and small parts ultrasound laboratories; the development of a student-centric radiology educational website; and student-directed publishing of digital case files. Medical student feedback and course analytics indicated superior course evaluation scores reinforced by narrative feedback. In website domain utilization data, the breast file domain is the most viewed subspecialty domain. The Breast Imaging Boot Camp is a successful curriculum. Its novelty lies in both its integrated approach to medical student core competencies and its clinician educators’ use of today’s student-favored teaching tools.

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