Training Radiology Residents, Bloom Style

Smith, Elana B.; Gellatly, Matthew; Schwartz, C.; Jordan, Sheryl G.

doi:10.1016/j.acra.2020.08.013

Cited by 12 publications

(2 citation statements)

References 24 publications

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“…The pedagogy and learning objectives of our virtual journal club requires student participants to demonstrate understanding and application of concepts from the medical literature and asks them to constructively analyze and evaluate results and outcomes. These are considered higher level skills in Bloom's Taxonomy and are at the core of efforts to teach self-directed learning and support the transition from medical school to residency and beyond ( 32 ).…”

Section: Discussionmentioning

confidence: 99%

Virtual Journal Club Beyond the Pandemic: An Enduring and Fluid Educational Forum

Belfi

Dean

Sailer³

et al. 2022

Current Problems in Diagnostic Radiology

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Section: Discussionmentioning

confidence: 99%

Virtual Journal Club Beyond the Pandemic: An Enduring and Fluid Educational Forum

Belfi

Dean

Sailer³

et al. 2022

Current Problems in Diagnostic Radiology

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“…It is important to mention that the questions do not include any images, and therefore, will not assess GPT 4/3.5’s ability to read radiological imaging or hinder its ability to answer questions that do include them. The revised Bloom Taxonomy for learning and assessment in radiology was used to classify the questions into either “low-order” (knowledge, comprehension, and application” or “high-order” (analysis, synthesis, and evaluation) thinking questions (8).…”

Section: Methodsmentioning

confidence: 99%

ChatGPT 4 Versus ChatGPT 3.5 on The Final FRCR Part A Sample Questions. Assessing Performance and Accuracy of Explanations

Ghosn,

Sardouk,

Jabbour

et al. 2023

Preprint

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Objective: To evaluate the performance of two versions of ChatGPT, GPT4 and GPT3.5, on the Final FRCR (Part A) also referred to as FRCR Part 2A radiology exam. The primary objective is to assess whether these large language models (LLMs) can effectively answer radiology test questions while providing accurate explanations for the answers. Methods: The evaluation involves a total of 281 multiple choice questions, combining the 41 FRCR sample questions found on The Royal Collage of Radiologists website and 240 questions from a supplementary test bank. Both GPT4 and GPT3.5 were given the 281 questions with the answer choices, and their responses were assessed for correctness and accuracy of the explanations provided. The 41 FRCR sample questions difficulty was ranked into low order and high order questions. A significance level of p<0.05 was used. Results: GPT4 demonstrated significant improvement over GPT3.5 in answering the 281 questions, achieving 76.5% correct answers compared to 52.7%, respectively (p<0.001). GPT4 demonstrated significant improvement over GPT3.5 in providing accurate explanations for the 41 FRCR sample questions, with an accuracy of 65.9% and 31.7% respectively (p=0.002). The difficulty of the question did not significantly affect the models performances. Conclusion: The findings of this study demonstrate a significant improvement in the performance of GPT4 compared to GPT3.5 on FRCR style examination. However, the accuracy of the provided explanations might limit the models reliability as learning tools.

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The need to identify anatomy‐related competencies in medical education

Syed Abd Halim,

Yusoff,

Yaman

et al. 2024

Anatomical Sciences Ed

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A profound grasp of anatomy is indispensable for shaping competent and safe medical practitioners. This knowledge acquisition is pivotal in the early stages of medical education and remains crucial throughout clinical training. However, the evolving landscape of medical education has ushered in changes to the anatomy curriculum, marked by a reduction in contact hours and a streamlined content structure to accommodate novel subjects and teaching methodologies. This transformation has precipitated a quandary in defining the essential scope and depth of anatomical knowledge to be imparted. Traditionally, surgeons assumed the role of anatomy instructors until Flexner's recommendations catalyzed the integration of trained anatomists. Nevertheless, the varied backgrounds of anatomists and the heterogeneity in anatomy curricula across institutions have introduced potential disparities in the quality of graduates. Addressing these challenges mandates the identification of key anatomy competencies tailored for undergraduate medical students. The imperative lies in ensuring that these competencies span cognitive, psychomotor, and affective domains, offering not only comprehensiveness but also direct applicability to clinical practice. Hence, this viewpoint highlights the necessity of adopting a systematic approach that includes gathering input from various stakeholders in developing and implementing a universal anatomy core competency framework, ensuring graduates are equipped for the multifaceted demands of clinical practice. Overall, the manuscript provides a comprehensive overview of the challenges and opportunities in anatomy education, with a clear call to action for a transformative approach to meet the evolving needs of medical practice.

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Training Radiology Residents, Bloom Style

Cited by 12 publications

References 24 publications

Virtual Journal Club Beyond the Pandemic: An Enduring and Fluid Educational Forum

Virtual Journal Club Beyond the Pandemic: An Enduring and Fluid Educational Forum

ChatGPT 4 Versus ChatGPT 3.5 on The Final FRCR Part A Sample Questions. Assessing Performance and Accuracy of Explanations

The need to identify anatomy‐related competencies in medical education

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