Multisite Implementation of Radiology-TEACHES (Technology-Enhanced Appropriateness Criteria Home for Education Simulation)

Willis, Marc H.; Newell, Alana D.; Fotos, Joseph S.; Germaine, Pauline; Gilpin, John; Lewis, Kristopher Neal; Stein, Marjorie W.; Straus, Chris; Sepulveda, Karla A.

doi:10.1016/j.jacr.2019.12.012

Cited by 11 publications

(12 citation statements)

References 15 publications

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“… 2014 UK Non-randomised J X N 72 28 0.2137 Weeks J.K. et al [ 42 ] 2021 USA RCT J C Y 15 15 0.8892 Willis M.H. et al [ 25 ] 2020 USA Non-randomised M M Y 72 63 1.5765 Wong V. et al [ 22 ] 2015 Australia RCT M M Y 72 73 0.915 Yuan Q. et al [ 85 ] 2021 China RCT N/S M Y 232 228 1.6007 * Medical school experience– Junior (J), Senior (S), Mixed (M) ** Imaging modalities– X-ray (X), Computed Tomography / CT (C), Ultrasound (U), Magnetic resonance imaging (R), Multimodality / Combination (M) *** Cross sectional imaging– Yes (Y), No (N) **** A positive effect size favours the intervention group while a negative effect size favours the control group N/S– not specified …”

Section: Resultsmentioning

confidence: 99%

“… C C A N/A I N Weeks J.K. et al [ 42 ] P P P P I N Willis M.H. et al [ 25 ] A P A N/A I N Wong V. et al [ 22 ] A P A P I N Yuan Q. et al [ 85 ] P P P N/A N/S N * Educational Activity– Active (A), Passive (P), Combined (C) ** eLearning– Active (A), Passive (P), Not applicable / eLearning not present (N/A). *** Teaching staff– Imaging professional (I), Other (O) **** Delayed Assessment– Yes (Y), No (N) N/S– not specified …”

Section: Resultsmentioning

confidence: 99%

“…Active learning has been shown to produce superior gains in knowledge acquisition than passive learning [ 20 – 25 ]. In particular, active learning utilising interactive eLearning in several student cohorts demonstrated superior knowledge gains compared with passive methods of instruction [ 20 , 22 , 23 , 25 ]. Three of these studies were judged to be at potential serious risk of bias due to missing outcome data.…”

Section: Resultsmentioning

confidence: 99%

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What works in radiology education for medical students: a systematic review and meta-analysis

Wade,

Velan,

Tedla

et al. 2024

BMC Med Educ

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Background Medical imaging related knowledge and skills are widely used in clinical practice. However, radiology teaching methods and resultant knowledge among medical students and junior doctors is variable. A systematic review and meta-analysis was performed to compare the impact of different components of radiology teaching methods (active versus passive teaching, eLearning versus traditional face-to-face teaching) on radiology knowledge / skills of medical students. Methods PubMed and Scopus databases were searched for articles published in English over a 15-year period ending in June 2021 quantitatively comparing the effectiveness of undergraduate medical radiology education programs regarding acquisition of knowledge and/or skills. Study quality was appraised by the Medical Education Research Study Quality Instrument (MERSQI) scoring and analyses performed to assess for risk of bias. A random effects meta-analysis was performed to pool weighted effect sizes across studies and I2 statistics quantified heterogeneity. A meta-regression analysis was performed to assess for sources of heterogeneity. Results From 3,052 articles, 40 articles involving 6,242 medical students met inclusion criteria. Median MERSQI score of the included articles was 13 out of 18 possible with moderate degree of heterogeneity (I2 = 93.42%). Thematic analysis suggests trends toward synergisms between radiology and anatomy teaching, active learning producing superior knowledge gains compared with passive learning and eLearning producing equivalent learning gains to face-to-face teaching. No significant differences were detected in the effectiveness of methods of radiology education. However, when considered with the thematic analysis, eLearning is at least equivalent to traditional face-to-face teaching and could be synergistic. Conclusions Studies of educational interventions are inherently heterogeneous and contextual, typically tailored to specific groups of students. Thus, we could not draw definitive conclusion about effectiveness of the various radiology education interventions based on the currently available data. Better standardisation in the design and implementation of radiology educational interventions and design of radiology education research are needed to understand aspects of educational design and delivery that are optimal for learning. Trial registration Prospero registration number CRD42022298607.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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What works in radiology education for medical students: a systematic review and meta-analysis

Wade,

Velan,

Tedla

et al. 2024

BMC Med Educ

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show abstract

“…46 eLearning has been successfully used to teach indications for imaging. 51,52,54,57,58 Engaging interactive eLearning which utilised clinical scenarios and provided feedback, has been showed to produce signi cantly improved knowledge of imaging indications when compared to non-interactive eLearning. 51,54,58 Imaging Interpretation…”

Section: Indications For Imagingmentioning

confidence: 99%

What works in radiology education for medical students: A systematic review and meta-analysis

Wade,

Velan,

Tedla

et al. 2023

Preprint

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Background: Medical imaging related knowledge and skills are widely used in clinical practice. However, radiology teaching methods and resultant knowledge among medical students and junior doctors is variable. A systematic review and meta-analysis was performed to compare the impact of different components of radiology teaching methods (active versus passive teaching, eLearning versus traditional face to face teaching) on radiology knowledge / skills of medical students. Methods: PubMed and Scopus databases were searched for articles published in English over a 15-year period ending in June 2021 quantitatively comparing the effectiveness of undergraduate medical radiology education programs regarding acquisition of knowledge and/or skills. Study quality was appraised by the Medical Education Research Study Quality Instrument (MERSQI) scoring and analyses performed to assess for risk of bias. A random effects meta-analysis was performed to pool weighted effect sizes across studies and I2 statistics quantified heterogeneity. A meta-regression analysis was performed to assess for sources of heterogeneity. Results: From 3,052 articles, 40 articles involving 6,242 medical students met inclusion criteria. Median MERSQI score of the included articles was 13 out of 18 possible with moderate degree of heterogeneity (I2 = 93.42%). Thematic analysis suggests trends toward synergisms between radiology and anatomy teaching, active learning producing superior knowledge gains compared with passive learning and eLearning producing equivalent learning gains to face-to-face teaching. No significant differences were detected in the effectiveness of methods of radiology education. Conclusions: Studies of educational interventions are inherently heterogeneous and contextual, typically tailored to specific groups of students. Thus, we could not draw definitive conclusion about effectiveness of the various radiology education interventions based on the currently available data. More consistent approaches to design and implementation of educational interventions in radiology are needed to understand aspects of educational design and delivery that are optimal for learning. Trial registration: Prospero registration number CRD42022298607.

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“…Recently, there has been an emphasis on trying to increase student engagement in radiology electives. [6][7][8][9][10][11][12][13] Most notably, Tan et al found that the use of an online flipped classroom approach (consisting of interactive online cases, live didactic webinars, self-learning modules, and online quizzes/examinations) significantly improved student performance on objective testing. 6 However, this study did not examine the impact of incorporating these online learning resources into a 2-week radiology elective where students also have the opportunity to work with radiologists and radiology residents.…”

Section: Introductionmentioning

confidence: 99%

Flipping the Passive Radiology Elective by Including Active Learning

Theoret

Burbridge

2020

Can Assoc Radiol J

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Objectives: Exposure to radiology in undergraduate medical education is often restricted by other curriculum demands. Designing an effective radiology elective for medical students who choose to supplement their education can be challenging as it is often a passive observership-style elective. In this study, we examined the impact of incorporating an online learning platform and electronic book into radiology electives to stimulate active learning. Materials and Methods: We enrolled 23 students who pursued a 2-week diagnostic radiology elective at our institution. Their radiology knowledge prior to the elective was assessed using 2 pretests. Students had opportunities to work with radiologists to review clinical imaging, attend academic rounds, and learn from the online learning resources. Their knowledge after the elective was assessed by readministering the 2 tests as “posttests.” Students also ranked their perception of the elective experience and educational resources on a Likert scale from 1 to 5. Results: There were statistically significant increases of 13.4% ( P < .0001) in mean test 1 scores and 6.8% in mean test 2 scores ( P = .001). Students also had favorable perceptions of the radiology elective experience and rated the electronic book (median score: 5 of 5) and online learning platform (4.5 of 5) as valuable educational resources. Conclusion: The implementation of an electronic book and online learning platform improved knowledge in radiology and resulted in positive student perceptions of the elective experience. This supports the use of online resources to facilitate independent self-learning for future radiology electives.

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Multisite Implementation of Radiology-TEACHES (Technology-Enhanced Appropriateness Criteria Home for Education Simulation)

Cited by 11 publications

References 15 publications

What works in radiology education for medical students: a systematic review and meta-analysis

What works in radiology education for medical students: a systematic review and meta-analysis

What works in radiology education for medical students: A systematic review and meta-analysis

Flipping the Passive Radiology Elective by Including Active Learning

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