Scientific Session 12 — Efficacy/Administration/Informatics - EducationWednesday, May 3, 2017
1055. Radiology Education for the 21st Century: Implementation of an E-Learning Curriculum
Retrouvey M*, Trace A, Goodmurphy C, Shaves S. Eastern Virginia Medical School, Norfolk, VA
Address correspondence to M. Retrouvey (email@example.com)
Objective: Radiology interconnects medical disciplines, and its understanding has become a must for competent clinicians. However, there is little radiology education throughout the four years of medical school. Furthermore, radiology education delivery mechanisms deserve to be modernized to better suit today’s learners. To address these issues, we developed a globally accessible, web-delivered, video-based undergraduate medical radiology curriculum with the help of a Radiological Society of North America Education Scholar grant. After a successful test with a single video, the results of which were presented at the ARRS 2015 Annual Meeting, select modules were integrated throughout the first-year anatomy course via Blackboard, a virtual learning environment and course management system available to our students through a password-protected portal. The videos were launched periodically, approximately 1 week before each of three examinations in a particular semester. Practice examinations were made available at this time, and students were aware that there would be pair-matched questions on their formal examination. Once the anatomy course was over, the videos were uploaded to the AnatomyGuy.com website, where the necessary interactive links and data assessment tools were integrated.
Materials and Methods: After an initial survey of students’ needs, a curriculum outline was created and corresponding videos were created. The video lectures were integrated into the Anatomy curriculum during the 2015 fall semester. Videos were made available to 115 first-year medical students at our institution, and pair-matched questions were integrated into practice examinations. The pair-matched questions were administered before the videos were made available and in the formal course examination after videos were released on Blackboard.
Results: Seventy-four interactive tutorials were produced to address topics outlined in the Alliance of Medical Student Educators in Radiology’s National Medical Student Curriculum in radiology. Only one of three tutorials chosen to reflect the topics being covered in the anatomy curriculum was introduced into the course. The first-year medical students scored 58.0% on the pair-matched questions before viewing the video curriculum. After videos were made available, their overall score improved to 83.6%, illustrating a significant improvement in the participants’ knowledge regarding their understanding of basic concepts in radiology (p = 0.006).
Conclusion: Building a unified, self-paced radiology curriculum creates an accessible and flexible learning format for new generations of millennial physicians, helping produce clinicians with a better foundation in radiology. Interactive, online, module-based training is highly accessible and effective. Indeed, it has been shown to improve basic radiographic knowledge in the implementation phase of our study. The development of an effective educational multimedia tool that enables self-paced and interactive e-learning in radiology was overdue, and institutions internationally can use this tried and true curriculum to integrate imaging into their undergraduate medical education.