The Use of a Student Radiology Interest Group to Promote Ultrasound Education–A Single Center Experience

Linehan, Victoria; Ramlackhansingh, J; Hartery, Angus; Gullipalli, Ravindra

doi:10.1016/j.acra.2019.08.003

Cited by 7 publications

(11 citation statements)

References 18 publications

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“…(2019) [ 50 ] USA Qualitative 11 1 st Andreoni et al (2019) [ 51 ] Brazil Quantitative 56 N/A Lodewyk et al (2020) [ 52 ] Canada Quantitative 61 3rd Rigby & Bennett D.D. (2020) [ 53 ] USA Quantitative 308 All years Rice et al (2020) [ 54 ] USA Mixed 30 (survey) & 5 (interview) N/A Valladares-Garrido et al (2020a) [ 55 ] Latin America Quantitative 11,587 1 st ~ 6 th Valladares-Garrido et al (2020b) [ 56 ] Latin America Quantitative 11,587 1 st ~ 6 th Linehan et al (2020) [ 57 ] Canada Mixed 136 2 nd Bogomolova et al (2020) [ 58 ] The Netherlands Quantitative 110 1 st & 2 nd Ziegler et al (2020) [ 59 ] Canada Mixed 25 1 ...…”

Section: Resultsmentioning

confidence: 99%

Extracurricular activities in medical education: an integrative literature review

et al. 2023

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Background The importance of extracurricular activities (EAs) has been emphasized in medical education. These activities could enhance medical students’ emotional and physical health and afford them developmental opportunities. Despite the growing amount of research related to this theme, few studies review and synthesize the existing literature. This study aims to provide an understanding of the educational implications of EAs in medical colleges and constructs an integrated conceptual framework concerning their types and learning outcomes by literature review. Methods An integrative literature review was conducted following Torraco’s method, with the aim to generate a new framework for the given topic. The authors utilized Scopus and PubMed as databases, using search terms “extracurricular,” “medical,” and “students.” Initially, titles and abstracts were screened to include relevant studies, and the researchers verified the eligibility of the articles by following the inclusion and exclusion criteria. Of the 263 articles identified, 64 empirical studies were selected for further review. Results EAs in undergraduate medical education can be classified into direct extracurricular activities and indirect extracurricular activities, the latter of which is sorted into nine sub-categories. We identified seven main categories regarding the learning outcomes of EAs. In addition to general activities (e.g., pro-social activities, team sports), some distinctive activities such as research have been largely addressed in previous studies. The results of EAs were discussed in relation to academic growth, career development, and psychological experiences. Conclusions This review identified the types and learning outcomes of EAs in the context of medical education, thereby suggesting ways to improve the quality of EAs and maximize their educational effects.

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Section: Resultsmentioning

confidence: 99%

Extracurricular activities in medical education: an integrative literature review

et al. 2023

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“…Generally, EA participation increased self-reported understanding and con dence. In one study, however, it did not boost con dence in using ultrasound, even though it increased ultrasound knowledge [19].…”

Section: Academic Outcomementioning

confidence: 94%

“…A direct extracurricular activity (DEA) is more closely related to the learners' major or curriculum, while an indirect extracurricular activity (IEA) is relatively unassociated with them [10]. The former included 18 articles [16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33] and the latter comprised 47 articles.…”

Section: Types Of Easmentioning

confidence: 99%

“…Academic knowledge can be measured by test scores or course averages; two studies used a grade point average (GPA) [56, 62] and one used a percentile rank [3]. Most researchers provided a test to measure the students' knowledge of a speci c topic [17,19,24,28,31,32,56] (e.g., anatomic knowledge, ultrasound knowledge). They used pre-and post-tests to evaluate the effect of EAs and found a positive relation between academic performance and EA participation.…”

Section: Academic Outcomementioning

confidence: 99%

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Extracurricular Activities in Medical Education: An Integrative Literature Review

Kim

Jeong

Cho

et al. 2023

Preprint

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Background: The importance of extracurricular activities (EAs) has been emphasized in medical education. These activities could enhance medical students’ emotional and physical health and afford them developmental opportunities. Despite the growing amount of research related to this theme, few studies review and synthesize the existing literature. This literature review aims to provide an understanding of the educational implications of EAs in medical colleges and constructs an integrated conceptual framework concerning their types and learning outcomes. Methods: An integrative literature review was conducted following Torraco’s method, which helped generate a new framework for the given topic. The authors utilized Scopus and PubMed as databases, using search terms “extracurricular,” “medical,” and “students.” Initially, titles and abstracts were screened to include relevant studies, and the researchers verified the eligibility of the articles by following the inclusion and exclusion criteria. Of the 263 articles identified, 64 empirical studies were selected for further review. Results: EAs in undergraduate medical education can be classified into direct extracurricular activities and indirect extracurricular activities, the latter of which is sorted into nine sub-categories. We identified seven main categories regarding the learning outcomes of EAs. In addition to general activities (e.g., pro-social activities, team sports), some distinctive activities such as research have been largely addressed in previous studies. The results of EAs were discussed in relation to academic growth, career development, and psychological experiences. Conclusions: This review identified the types and learning outcomes of EAs in the context of medical education, thereby suggesting ways to improve the quality of EAs and maximize their educational effects.

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“…A subset of our student feedback database from the ultrasound workshop has been previously analyzed in a study to assess medical student training in point-of-care ultrasound. 8 This study met criteria for a quality improvement initiative/secondary use of information and, as such, informed consent and institutional review board approval was not required.…”

Section: Methodsmentioning

confidence: 99%

Radiology Interest Groups: A Recipe for Success

et al. 2020

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Objectives: Radiology Interest Groups (RIGs) are valuable for medical students and the radiology profession. The purpose of this study is to identify key components of a successful RIG and to discuss how to optimize available resources to increase student engagement in radiology. Methods: Anonymous feedback forms (n = 478) completed by preclinical medical students attending 20 RIG events between September 2016 and May 2019 were analyzed. A five-point Likert-type scale was used to determine event effectiveness, and important themes reflecting student perspectives were identified using thematic analysis of freeform comments. Results: Based on Likert feedback, 75% to 78% of students had a positive experience of RIG events and believed sessions were relevant to their studies. 31% to 42% of students believed these events increased their interest or insight into radiology and influenced their career choice. Four representative themes were identified by qualitative analysis of written feedback: engagement, professional development, mentorship, and suggestions for improvement. These themes provided insight into student perspectives of our RIG, and, along with experience from the RIG organizers, the authors present elements perceived to have contributed to these positive results. Conclusion: Thematic analysis of feedback reveals that students consider interactive events, contribution to professional development, and the opportunity for mentorship valuable elements of a RIG. From the perspective of the organizing committee, we embody these aspects through careful planning, innovative events, and consistent debriefing. In this way, our RIG promotes the future of the radiology profession and serves as a practical model for other similar organizations.

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The Use of a Student Radiology Interest Group to Promote Ultrasound Education–A Single Center Experience

Cited by 7 publications

References 18 publications

Extracurricular activities in medical education: an integrative literature review

Extracurricular activities in medical education: an integrative literature review

Extracurricular Activities in Medical Education: An Integrative Literature Review

Radiology Interest Groups: A Recipe for Success

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