Max Masthoff, Friedrich Pawelka, Gisela Zak, Bas de Leng, Dogus Darici, Philipp Schindler, Walter Heindel, Anne Helfen
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引用次数: 0
Abstract
Objective: This study aimed to evaluate medical students' perception of a new radiology teaching format for abdominal diagnostics. The format transitioned traditional lectures and seminars to a case- and competency-based course that incorporates technology-enhanced individual case-work, small group discussions, and concise lectures.
Materials and methods: 235 students (23.5 ± 2.6 years, 72.3% female, 93.3% response rate, November 2023-June 2024) completed a questionnaire before (12 items) and after (20 items) the course, assessing perceived importance of course content, competency gains in abdominal imaging, enjoyment of learning, interest in a radiology career, and pedagogical perception of the teaching concept. Responses were recorded on a 1-10 scale (no agreement to strong agreement) or dichotomously (yes/no). The new course format was compared with a cohort of students who had previously (May 2022-June 2023) attended traditional lectures (n = 169) and/or seminars (n = 234).
Results: Students strongly agreed before the course that radiology content in abdominal diagnostics is important, and they found the content highly relevant and applicable to their work as doctors following the course. Significant improvement was observed in perceived competency in modality selection and description and interpretation of common pathologies, with the strongest effect for CT and MRI data. The new format was rated more motivating and significantly better in pedagogical and content quality than traditional lectures and seminars, although it did not influence students' interest in pursuing a radiology career.
Conclusion: From the students' perspective, case- and competency-based teaching enhances skill acquisition, learning success, and enjoyment in radiology.
Clinical relevance statement: From a student perspective, case- and competency-based teaching in radiology may enhance imaging competency, contributing to the development of more skilled healthcare providers.
Key points: Case- and competency-based teaching concepts may improve students' learning. Students reported improved perceived competency in decision-making and image interpretation with the new teaching method. Case- and competency-based teaching was perceived as more engaging, motivating, and pedagogically superior to traditional lectures.
期刊介绍：
Insights into Imaging (I³) is a peer-reviewed open access journal published under the brand SpringerOpen. All content published in the journal is freely available online to anyone, anywhere!
I³ continuously updates scientific knowledge and progress in best-practice standards in radiology through the publication of original articles and state-of-the-art reviews and opinions, along with recommendations and statements from the leading radiological societies in Europe.
Founded by the European Society of Radiology (ESR), I³ creates a platform for educational material, guidelines and recommendations, and a forum for topics of controversy.
A balanced combination of review articles, original papers, short communications from European radiological congresses and information on society matters makes I³ an indispensable source for current information in this field.
I³ is owned by the ESR, however authors retain copyright to their article according to the Creative Commons Attribution License (see Copyright and License Agreement). All articles can be read, redistributed and reused for free, as long as the author of the original work is cited properly.
The open access fees (article-processing charges) for this journal are kindly sponsored by ESR for all Members.
The journal went open access in 2012, which means that all articles published since then are freely available online.
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