Student Learning of Radiological Anatomy Through Team-Based Learning Modules: Early Successes and Qualitative Analysis

Williams, Sarah; Pereira-Reyes, Xiomara Lizeth; Korndorffer, Melanie L.

doi:10.1007/s40670-019-00835-w

Cited by 3 publications

(5 citation statements)

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“…La dirección de tecnología académica desarrolló una iniciativa de libros de texto electrónicos en colaboración con las principales editoriales con el objetivo de proporcionar al 100% de los estudiantes el 100% de sus recursos el 100% del tiempo, todo en línea y accesible para dispositivos móviles, por lo que el aprendizaje es cuándo y dónde los estudiantes eligen. Los textos en línea están mejorados con multimedia, pruebas y otras características para que el aprendizaje sea más atractivo y esté disponible a costos significativamente más bajos que los textos impresos (Williams et al, 2019).…”

Section: Aprendizaje En Cualquier Lugar En Cualquier Momento Y a Tama...unclassified

Diseño, desarrollo, implementación y evaluación del programa “E-Mentoring en programas de prácticas académicas”

Tinoco-Giraldo¹

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Mentoring is a practice that supports learning, experimentation and helps students in Higher Education to develop their potential. A mentoring relationship is one in which both the mentor and mentee, recognize the need for professional and personal development.participating academic programs. For such process, two parts have been developed, firstly, a pilot study for the validation of the e-mentoring program generated, in a Colombian university with students of academic internship of a Marketing program. After the results achieved in this first study, the program is adapted and an experimental study is implemented, in which three academic programs from three universities (two Colombian and one American) are integrated, the same Marketing program, a Bachelor's degree program in technology and Computer Science from a Faculty of Education and a Medical program, respectively. As this was a pretest-posttest study, a competency evaluation rubric was used to assess the skills, dispositions and competency domains of the participants and a satisfaction survey designed to measure the impact of the program.After the data analysis implemented in both studies, it is highlighted that the competency levels of each participant sample improved after having implemented the mentoring program. A competency improvement is recognized in the post-test study and a positive recognition by the mentors of these improvements. Likewise, the level of satisfaction with the program is high, recognizing the implementation of the program, the resources used and the adequate training of the mentors.At the end of the study, it is considered relevant to highlight a series of recommendations. On the one hand, a replication study of this research to control to what extent the improvement in competencies is conducted by the mentoring program or by the practice process, with the inclusion of a control group that does not participate in the mentoring effect. On the other hand, other recommendations, at a more formative level, invite to explore the creation of formal mentoring programs that allow students of academic internships to participate in their own personal and professional development; at the level of process development, it is important to encourage and maintain mentoring in Higher Education institutions, informing of its professional and academic value.

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Section: Aprendizaje En Cualquier Lugar En Cualquier Momento Y a Tama...unclassified

Diseño, desarrollo, implementación y evaluación del programa “E-Mentoring en programas de prácticas académicas”

Tinoco-Giraldo¹

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“…Additionally, these principles of constructivism align nicely with radiology education. Multiple studies have shown that the most effective, evidence‐based approach to teaching radiology is active learning, particularly case‐based (CBL) or team‐based learning (TBL) 10,36 …”

Section: Introductionmentioning

confidence: 99%

“…The benefit of incorporating radiology in anatomy education has been well researched. Numerous studies over the past decade have demonstrated time and again the benefit X‐ray, CT, and MR imaging has on anatomy education, such as increasing understanding of anatomy relationships, spatial awareness, medical reasoning, and interest in anatomy itself 1,6–10 . Additionally, ultrasound is finding its way into classrooms with its increased use in numerous applications reaching beyond emergency medicine and OB‐GYN.…”

Section: Introductionmentioning

confidence: 99%

“…Multiple studies have shown that the most effective, evidence-based approach to teaching radiology is active learning, particularly case-based (CBL) or team-based learning (TBL). 10,36 This theory also describes a withdrawal from lectures that talk at their students. One approach to this is for the instructor to act as a guide or facilitator.…”

mentioning

confidence: 99%

“…anatomy relationships, spatial awareness, medical reasoning, and interest in anatomy itself. 1,[6][7][8][9][10] Additionally, ultrasound is finding its way into classrooms with its increased use in numerous applications reaching beyond emergency medicine and OB-GYN. The speed, availability, safety, and relatively low cost make it a perfect candidate for use in anatomy education.…”

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confidence: 99%

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Radiology for anatomy educators: Success of an online, 2‐day course for radiology training

Barger

Resuehr

Edwards

2023

Anatomical Sciences Ed

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Incorporation of radiology training into anatomy education from community college to health professional schools is becoming increasingly popular. However, anatomy educators generally lack training in common radiology modalities, including X‐ray, CT, MRI, and ultrasound. Professional development or continuing education courses provide current and new educators the chance to gain new skills within a short timeframe. Here, a 2‐day, online course for anatomy educators was created. The goals of which were for the participants: to gain basic knowledge of different radiology modalities, recognize normal radiographic images, and apply that information to common diseases or injuries in interactive case studies. Each day focused on different modalities, where Day 1 studied X‐ray, CT, and MRI; and Day 2 studied Ultrasound. A 10‐question pre‐ and post‐test was taken by attendees for each day of instruction on a voluntary basis. Following the completion of the course, attendees were provided a survey to determine their perceptions on course content and knowledge acquired. Most attendees instructed undergraduates at 4‐year universities, though several attendees came from community colleges and high schools. All attendees showed a significant improvement in knowledge from their pre‐ to post‐test scores in X‐ray, CT, MRI, and ultrasound following training. This was also reflected in their survey responses, where attendees felt the course was effective in increasing their knowledge and confidence in radiology. Overall, this study demonstrates the effectiveness of online continuing education courses and the need for more introductory radiology courses for anatomy educators.

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Facilitating active learning of sectional anatomy with technology‐enhanced small‐group tasks: Assessment of knowledge gains, technology usability, and students' perceptions

Fonseca,

Tipoe,

Ganotice

2024

Clinical Anatomy

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Learning 2D sectional anatomy facilitates the comprehension of 3D anatomical structures, anatomical relationships, and radiological anatomy. However, the efficacy of technology‐enhanced collaborative instructional activities in sectional anatomy remains unclear, especially if theoretical frameworks, namely the Cognitive Theory of Multimedia Learning (CTML), are applied in instructional design. Thus, this study compared the educational impact of distinct 45‐min‐long technology‐enhanced collaborative learning tasks in sectional anatomy. A sample of 115 first‐year medical students was randomly divided into three experimental groups that used different supporting technologies to learn the sectional anatomy of the chest: IMAIOS e‐learning platform and Microsoft Surface Hub (n = 37); anatomage table (n = 38); anatomage table with CTML‐based presets (n = 40). Prelearning and postlearning tests revealed that significant knowledge gains in sectional anatomy were obtained by all groups even though no inter‐group differences were found. Moreover, a five‐point Likert scale questionnaire showed that the learning session was highly valued by all participants and that users of the anatomage with CTML‐based presets reported higher enjoyment than users of the IMAIOS system (mean difference = 0.400; p = 0.037). In addition, students using the IMAIOS system and the anatomage with CTML‐based presets provided System Usability Scale (SUS) scores of 67.64 and 67.69, respectively, reaching the benchmark of usability. By contrast, students using the anatomage table without presets awarded a SUS score of 64.14. These results suggest that the integration of multimedia technologies in anatomy teaching and learning should be grounded on CTML principles of instructional design. Otherwise, students' perceptions of ed‐tech usability are potentially hindered.

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Student Learning of Radiological Anatomy Through Team-Based Learning Modules: Early Successes and Qualitative Analysis

Cited by 3 publications

References 22 publications

Diseño, desarrollo, implementación y evaluación del programa “E-Mentoring en programas de prácticas académicas”

Diseño, desarrollo, implementación y evaluación del programa “E-Mentoring en programas de prácticas académicas”

Radiology for anatomy educators: Success of an online, 2‐day course for radiology training

Facilitating active learning of sectional anatomy with technology‐enhanced small‐group tasks: Assessment of knowledge gains, technology usability, and students' perceptions

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