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What We Do and Do Not Know about Teaching Medical Image Interpretation

Educators in medical image interpretation have difficulty finding scientific evidence as to how they should design their instruction. We review and comment on 81 papers that investigated instructional design in medical image interpretation. We distinguish between studies that evaluated complete offl...

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Autores principales: Kok, Ellen M., van Geel, Koos, van Merriënboer, Jeroen J. G., Robben, Simon G. F.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5334326/
https://www.ncbi.nlm.nih.gov/pubmed/28316582
http://dx.doi.org/10.3389/fpsyg.2017.00309
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author Kok, Ellen M.
van Geel, Koos
van Merriënboer, Jeroen J. G.
Robben, Simon G. F.
author_facet Kok, Ellen M.
van Geel, Koos
van Merriënboer, Jeroen J. G.
Robben, Simon G. F.
author_sort Kok, Ellen M.
collection PubMed
description Educators in medical image interpretation have difficulty finding scientific evidence as to how they should design their instruction. We review and comment on 81 papers that investigated instructional design in medical image interpretation. We distinguish between studies that evaluated complete offline courses and curricula, studies that evaluated e-learning modules, and studies that evaluated specific educational interventions. Twenty-three percent of all studies evaluated the implementation of complete courses or curricula, and 44% of the studies evaluated the implementation of e-learning modules. We argue that these studies have encouraging results but provide little information for educators: too many differences exist between conditions to unambiguously attribute the learning effects to specific instructional techniques. Moreover, concepts are not uniformly defined and methodological weaknesses further limit the usefulness of evidence provided by these studies. Thirty-two percent of the studies evaluated a specific interventional technique. We discuss three theoretical frameworks that informed these studies: diagnostic reasoning, cognitive schemas and study strategies. Research on diagnostic reasoning suggests teaching students to start with non-analytic reasoning and subsequently applying analytic reasoning, but little is known on how to train non-analytic reasoning. Research on cognitive schemas investigated activities that help the development of appropriate cognitive schemas. Finally, research on study strategies supports the effectiveness of practice testing, but more study strategies could be applicable to learning medical image interpretation. Our commentary highlights the value of evaluating specific instructional techniques, but further evidence is required to optimally inform educators in medical image interpretation.
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spelling pubmed-53343262017-03-17 What We Do and Do Not Know about Teaching Medical Image Interpretation Kok, Ellen M. van Geel, Koos van Merriënboer, Jeroen J. G. Robben, Simon G. F. Front Psychol Psychology Educators in medical image interpretation have difficulty finding scientific evidence as to how they should design their instruction. We review and comment on 81 papers that investigated instructional design in medical image interpretation. We distinguish between studies that evaluated complete offline courses and curricula, studies that evaluated e-learning modules, and studies that evaluated specific educational interventions. Twenty-three percent of all studies evaluated the implementation of complete courses or curricula, and 44% of the studies evaluated the implementation of e-learning modules. We argue that these studies have encouraging results but provide little information for educators: too many differences exist between conditions to unambiguously attribute the learning effects to specific instructional techniques. Moreover, concepts are not uniformly defined and methodological weaknesses further limit the usefulness of evidence provided by these studies. Thirty-two percent of the studies evaluated a specific interventional technique. We discuss three theoretical frameworks that informed these studies: diagnostic reasoning, cognitive schemas and study strategies. Research on diagnostic reasoning suggests teaching students to start with non-analytic reasoning and subsequently applying analytic reasoning, but little is known on how to train non-analytic reasoning. Research on cognitive schemas investigated activities that help the development of appropriate cognitive schemas. Finally, research on study strategies supports the effectiveness of practice testing, but more study strategies could be applicable to learning medical image interpretation. Our commentary highlights the value of evaluating specific instructional techniques, but further evidence is required to optimally inform educators in medical image interpretation. Frontiers Media S.A. 2017-03-03 /pmc/articles/PMC5334326/ /pubmed/28316582 http://dx.doi.org/10.3389/fpsyg.2017.00309 Text en Copyright © 2017 Kok, van Geel, van Merriënboer and Robben. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Kok, Ellen M.
van Geel, Koos
van Merriënboer, Jeroen J. G.
Robben, Simon G. F.
What We Do and Do Not Know about Teaching Medical Image Interpretation
title What We Do and Do Not Know about Teaching Medical Image Interpretation
title_full What We Do and Do Not Know about Teaching Medical Image Interpretation
title_fullStr What We Do and Do Not Know about Teaching Medical Image Interpretation
title_full_unstemmed What We Do and Do Not Know about Teaching Medical Image Interpretation
title_short What We Do and Do Not Know about Teaching Medical Image Interpretation
title_sort what we do and do not know about teaching medical image interpretation
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5334326/
https://www.ncbi.nlm.nih.gov/pubmed/28316582
http://dx.doi.org/10.3389/fpsyg.2017.00309
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