Multidisciplinary Approach in Teaching Diagnostic Radiology to Medical Students: The Development, Implementation, and Evaluation of a Virtual Educational Model

Elsayes, Khaled M.; Khan, Zoha A.; Kamel, Serageldin; Rohren, Scott A; Patel, Parth; Ghannam, Sammar; Baqai, Faiz; Aly, Muhammad; Gopal, Akilan; Reiter, Anna M.

doi:10.1016/j.jacr.2021.03.028

Cited by 11 publications

(11 citation statements)

References 17 publications

(14 reference statements)

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“…During the COVID-19 pandemic, transferring medical education to e-Learning platforms solved the hybrid education model [7]. Existing studies suggest that clinical skills obtained in an e-Learning with a ipped classroom or e-Learning approach are as effective as traditional education [8,9]. Nevertheless, there needs to be more evidence of studies with implications for the future direction of medical e-Learning with a ipped classroom approach and the development of the following years of the hybrid educational model in NCCD.…”

Section: E-learning With Flipped Classroom Approachmentioning

confidence: 99%

Development of an educational program to improve skills for preventing, diagnosing, and treating non-communicable chronic diseases for final-year medical students in rural and urban communities

García-Ulloa

Chávez-Manzanera

Almeda‐Valdés

et al. 2023

Preprint

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Background: The e-Learning with flipped classroom approach educational program is an alternative to online learning (e-Learning) and face-to-face learning for addressing the challenges related to long-distance skill training. Methods: Consisting of weekly live-time virtual sessions with expert physicians, available resources including updated guidelines, review articles, and blog interactions between colleagues for discussing the clinical cases to improve learning techniques. The availability of all the content (recorded lectures and bibliography) at any time for review is an important aspect for easy learning. This multimodal approach was directed to medical students working in rural communities to get the necessary skills for preventing, diagnosing, treating, and improving the quality of care in non-communicable chronic diseases (NCCD). In addition, this model includes a pre and post-course evaluation, a quality of care test, and a dropout and satisfaction survey. The students who obtain the approving grade at the end of the course get a certificate with medical endorsement.

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Section: E-learning With Flipped Classroom Approachmentioning

confidence: 99%

Development of an educational program to improve skills for preventing, diagnosing, and treating non-communicable chronic diseases for final-year medical students in rural and urban communities

García-Ulloa

Chávez-Manzanera

Almeda‐Valdés

et al. 2023

Preprint

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“…Furthermore, we followed a multidisciplinary approach in our online radiology instruction to achieve additional benefits by allowing medical students to work through clinical cases from the selection of diagnostic imaging modality and its interpretation to deciding the final management plan. 10 We aimed to supplement radiology teaching and prepare medical students for their return to the clinical environment and residency.…”

Section: Introductionmentioning

confidence: 99%

Teaching Radiology to Medical Students in Canada; a Virtual, Integrative, Clinical Approach

et al. 2021

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Purpose: To construct, apply, and evaluate a multidisciplinary approach in teaching radiology to Canadian medical students. Methods: A multidisciplinary team of radiology and other disciplines experts designed an online 5-session course that was delivered to medical students. The topics of each session were clinical cases involving different systems. The target audience was medical students of Canadian schools. Pretests and post-tests were administered before and after each session respectively. An evaluation survey was distributed at the end of the course to gauge students’ perceptions of this experience. Results: An average of 425 medical students attended the live sessions. For each session, 405 students completed both the pre-tests and post-tests. In general, students scored an average of 56% higher on the post-test than on the pre-test. The final course survey was completed by 469 students. The survey results show that more than 98% of students found the course to meet or exceed their expectations. Over 80% of students agreed that the course increased their interest in radiology and about 81% agree that the topics presented were excellent and clinically important. The ratings in the final survey results also indicate that students increased their confidence in basic radiology skills after completing the course. Conclusions: The implementation of an integrative clinical approach to teaching radiology in a virtual setting is achievable. It provides efficient use of educational resources while being accessible by a large number of students across different medical schools.

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“…Elective courses are useful tools that have consistently been shown to increase medical student knowledge and interest across a wide variety of topics. [7][8][9] An elective may be taught by a single expert in the field with intimate knowledge of a specific topic or may provide students with exposure to several different perspectives on a particular topic. Both approaches have been shown to be beneficial in undergraduate medical education, although historically, students have expressed particular appreciation for the opportunity to have exposure to multidisciplinary perspectives.…”

mentioning

confidence: 99%

“…A common way for medical schools to introduce topics to medical students that fall outside the traditional preclinical curriculum is through implementation of elective courses. Elective courses are useful tools that have consistently been shown to increase medical student knowledge and interest across a wide variety of topics 7–9 . An elective may be taught by a single expert in the field with intimate knowledge of a specific topic or may provide students with exposure to several different perspectives on a particular topic.…”

mentioning

confidence: 99%

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Participation in a Longitudinal Seminar Series Increases Medical Student Engagement with the COVID-19 Pandemic

Naeger¹,

Cummins²,

Kulkarni³

2022

Southern Medical Journal

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Objectives: The coronavirus disease 2019 (COVID-19) pandemic required a multifaceted response by healthcare professionals. Medical students played only a limited role in the early response, resulting in feelings of disengagement. The authors developed a discussion-based elective course reviewing the COVID-19 response to address this gap in medical student education.Methods: Preclinical medical students enrolled in this elective participated in weekly virtual interactive seminars led by expert faculty members. Students completed a final survey quantifying their understanding of the overall COVID-19 response, knowledge of its individual facets, and their feelings of personal engagement on a Likert scale from 1 to 5, with 5 representing the most understanding or engagement. The differences in mean scores on "precourse" and "postcourse" surveys were compared.Results: A total of 65 students enrolled in the elective. Students demonstrated significant improvement in perceived holistic understanding of the response of the medical field to the COVID-19 pandemic (P < 0.001) and in feelings of personal engagement with the pandemic (P < 0.001). In addition, students reported a significantly increased understanding of each facet of the pandemic response covered in the course (8 questions; all P < 0.001).Conclusions: Preclinical medical student participation in a discussion-based seminar course reviewing the COVID-19 pandemic significantly increased feelings of engagement with and understanding of the response of the medical field to the pandemic.

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Multidisciplinary Approach in Teaching Diagnostic Radiology to Medical Students: The Development, Implementation, and Evaluation of a Virtual Educational Model

Cited by 11 publications

References 17 publications

Development of an educational program to improve skills for preventing, diagnosing, and treating non-communicable chronic diseases for final-year medical students in rural and urban communities

Development of an educational program to improve skills for preventing, diagnosing, and treating non-communicable chronic diseases for final-year medical students in rural and urban communities

Teaching Radiology to Medical Students in Canada; a Virtual, Integrative, Clinical Approach

Participation in a Longitudinal Seminar Series Increases Medical Student Engagement with the COVID-19 Pandemic

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