University of Saskatchewan Radiology Courseware (USRC): An Assessment of Its Utility for Teaching Diagnostic Imaging in the Medical School Curriculum

Burbridge, Brent; Kalra, Neil; Malin, Greg; Trinder, Krista; Pinelle, David

doi:10.1080/10401334.2014.979180

Cited by 12 publications

(11 citation statements)

References 16 publications

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“…Each material has different capacities to absorb and scatter X-rays. Air, for example, scatters the majority of them, while dense-solid structures tend to absorb them (Burbridge & Mah, 2017). Those differences allow the reconstruction of objects and the quantification of the different components through the X-ray tomography technique, which is a noninvasive method (Maire & Withers, 2014).…”

Section: Density and Porosity Of Cocoa Nibsmentioning

confidence: 99%

Fluidized bed roasting modifying the microstructure of cocoa nibs and improving cocoa butter quality

Correa

Mogol

Fogliano

2023

J Americ Oil Chem Soc

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The extraction of butter from cocoa seeds involves various processing steps that weaken the lipid‐storing cell walls of cocoa cotyledons. Roasting is particularly critical, making cocoa nibs porous and brittle. In this study, the degree of disruption of the microstructure of cocoa nibs, and the quality and aroma profile of cocoa butter, were evaluated using two roasting techniques, forced convective oven, and fluidized bed. Fluidized bed roasting, recognized for its energy efficiency and low‐carbon footprint, was 12 times faster than oven roasting. This technique allowed a rapid release of steam when parenchyma cell walls were still in a glassy state, while oven roasting caused gradual physical modification allowing the cell wall to become more elastic. Consequently, small pores expanded and coalesced to produce larger pores. X‐ray tomographic analysis showed a total porosity in unroasted cocoa nibs of 8.5 ± 2.0% (vol/vol), which was doubled upon oven roasting and triplicated upon fluidized bed roasting. The higher porosity in fluidized‐bed‐roasted nibs was reflected in the lowest densities and highest cocoa butter yield. Cocoa butter obtained from fluidized‐bed roasted cocoa showed a higher presence of pyrazines and 3‐methylbutanal, and a lower concentration of hydroperoxides, thus enhancing the chocolate flavor and quality. In this paper, we proved that the pore structure of cocoa nibs is a key quality descriptor of roasting processing, and we concluded by quality considerations that fluidized bed roasting technique should be preferred for cocoa nibs roasting over conventional roasting.

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Section: Density and Porosity Of Cocoa Nibsmentioning

confidence: 99%

Fluidized bed roasting modifying the microstructure of cocoa nibs and improving cocoa butter quality

Correa

Mogol

Fogliano

2023

J Americ Oil Chem Soc

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“…However, knowledge gains in these guided eLearning resources appeared to diminish with increasing medical student experience / seniority. 22,54,58 Specialist vs Non-Specialist Radiology Educators…”

Section: Thematic Analysis Active Vs Passive Learningmentioning

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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“…To create and deliver the course, we evaluated some of the main state-ofthe-art e-learning platforms that fitted our purpose, such as MyPACS.net [40], KICLA [34], ELERA [13], Radiology ExamWeb [25], COMPARE Radiology [12], RadStax [8], USRC [5] and RadEd [41]. Although other platforms could have been used, we selected RadEd since it provides functionalities to create theory material and exercises using images with which the user can interact.…”

Section: Online Courses In Radiologymentioning

confidence: 99%

Introducing Online Continuing Education in Radiology for General Practitioners

et al. 2020

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The aim of this study was to determine whether e-learning as a new teaching methodology was acceptable for general practitioners in continuous education courses of radiology. Generally, these courses are face-to-face with the corresponding time and place limitations. To overcome these limitations, we transformed one of these courses to an online one evaluating its acceptance. The course was about thorax radiology and it was delivered to 249 participants. The experiment was carried out in two phases: Phase 1, as a pilot testing with 12 general practitioners (G1), and Phase 2, with 149 general practitioners (G2), 12 radiologists (G3) and 76 medical residents (G4). All participants evaluated the course design, the delivering e-learning platform, and the course contents using a five-point Likert scale (satisfaction level from 1 to 5). Collected data was analysed using t, Mann-Whitney U and Kruskal-Wallis tests. In Phase 1, the rounded scores of all questions except one surpassed 3.5. In Phase 2, all the rounded scores surpassed 4.0 indicating that a total agreement on all items was achieved. All collected impressions indicate the high acceptance of the proposed methodology.

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University of Saskatchewan Radiology Courseware (USRC): An Assessment of Its Utility for Teaching Diagnostic Imaging in the Medical School Curriculum

Abstract: USRC is an innovative technology that provides integration between Medical Imaging Resource Center, a teaching solution used in radiology, and a Learning Management System.

Cited by 12 publications

References 16 publications

Fluidized bed roasting modifying the microstructure of cocoa nibs and improving cocoa butter quality

Fluidized bed roasting modifying the microstructure of cocoa nibs and improving cocoa butter quality

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

Introducing Online Continuing Education in Radiology for General Practitioners

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