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An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students

INTRODUCTION: The objective of this study is to determine whether a radiology module, together with online spaced education, helps students of an integrated problem-based learning (PBL) curriculum increase their radiology knowledge and long-term retention. MATERIALS AND METHODS: Second-year students...

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Autores principales: Tshibwabwa, Eli, Mallin, Robert, Fraser, Madeleine, Tshibwabwa, Martin, Sanii, Reza, Rice, James, Cannon, Jenifer
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Medknow Publications & Media Pvt Ltd 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5450459/
https://www.ncbi.nlm.nih.gov/pubmed/28584689
http://dx.doi.org/10.4103/jcis.JCIS_1_17
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author Tshibwabwa, Eli
Mallin, Robert
Fraser, Madeleine
Tshibwabwa, Martin
Sanii, Reza
Rice, James
Cannon, Jenifer
author_facet Tshibwabwa, Eli
Mallin, Robert
Fraser, Madeleine
Tshibwabwa, Martin
Sanii, Reza
Rice, James
Cannon, Jenifer
author_sort Tshibwabwa, Eli
collection PubMed
description INTRODUCTION: The objective of this study is to determine whether a radiology module, together with online spaced education, helps students of an integrated problem-based learning (PBL) curriculum increase their radiology knowledge and long-term retention. MATERIALS AND METHODS: Second-year students at the American University of Antigua College of Medicine participated in small groups of ten students each into two 2 h of radiology laboratories. The study comprised two cohorts: winter and fall 2013 students (control group) and 2014 students (experimental group). Both groups used face-to-face PBL. The students of the experimental group received additional online-spaced education. The skills were assessed for both groups before the beginning of laboratories and 4 weeks and 7 months after laboratories. RESULTS: There was no significant difference on pretest between the control and experimental groups. On completion of the radiology laboratories, comparison of test results before and after training showed net improvement for both groups. The corresponding difference for the experimental group was higher compared to the one for the control group (7.83 vs. 6.21, P < 0.001). The difference between the scores on delayed test and pretest showed that the students of both groups demonstrated average knowledge improvement even though their level of performance was slightly below the posttest. The corresponding difference for the experimental group did not differ much from the posttest (P > 0.05), and no significant difference of scores was observed 7 months later for either group. Further, a higher percentage of the students in the experimental group strongly agreed that their learning objectives were met (92% vs. 71%, P > 0.001), and this trend persisted throughout the study. CONCLUSION: Online spaced education combined to a face-to-face PBL enhances not only the student's knowledge of basic radiology along with his/her self-assessment skills but also the long-term retention of radiology material and satisfaction with the integrated interactive system-based module. Future research is needed to see if medical students in need of additional education support may benefit from spaced education in the field of remediation.
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spelling pubmed-54504592017-06-05 An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students Tshibwabwa, Eli Mallin, Robert Fraser, Madeleine Tshibwabwa, Martin Sanii, Reza Rice, James Cannon, Jenifer J Clin Imaging Sci Original Article INTRODUCTION: The objective of this study is to determine whether a radiology module, together with online spaced education, helps students of an integrated problem-based learning (PBL) curriculum increase their radiology knowledge and long-term retention. MATERIALS AND METHODS: Second-year students at the American University of Antigua College of Medicine participated in small groups of ten students each into two 2 h of radiology laboratories. The study comprised two cohorts: winter and fall 2013 students (control group) and 2014 students (experimental group). Both groups used face-to-face PBL. The students of the experimental group received additional online-spaced education. The skills were assessed for both groups before the beginning of laboratories and 4 weeks and 7 months after laboratories. RESULTS: There was no significant difference on pretest between the control and experimental groups. On completion of the radiology laboratories, comparison of test results before and after training showed net improvement for both groups. The corresponding difference for the experimental group was higher compared to the one for the control group (7.83 vs. 6.21, P < 0.001). The difference between the scores on delayed test and pretest showed that the students of both groups demonstrated average knowledge improvement even though their level of performance was slightly below the posttest. The corresponding difference for the experimental group did not differ much from the posttest (P > 0.05), and no significant difference of scores was observed 7 months later for either group. Further, a higher percentage of the students in the experimental group strongly agreed that their learning objectives were met (92% vs. 71%, P > 0.001), and this trend persisted throughout the study. CONCLUSION: Online spaced education combined to a face-to-face PBL enhances not only the student's knowledge of basic radiology along with his/her self-assessment skills but also the long-term retention of radiology material and satisfaction with the integrated interactive system-based module. Future research is needed to see if medical students in need of additional education support may benefit from spaced education in the field of remediation. Medknow Publications & Media Pvt Ltd 2017-05-24 /pmc/articles/PMC5450459/ /pubmed/28584689 http://dx.doi.org/10.4103/jcis.JCIS_1_17 Text en Copyright: © 2017 Journal of Clinical Imaging Science http://creativecommons.org/licenses/by-nc-sa/3.0 This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as the author is credited and the new creations are licensed under the identical terms.
spellingShingle Original Article
Tshibwabwa, Eli
Mallin, Robert
Fraser, Madeleine
Tshibwabwa, Martin
Sanii, Reza
Rice, James
Cannon, Jenifer
An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students
title An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students
title_full An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students
title_fullStr An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students
title_full_unstemmed An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students
title_short An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students
title_sort integrated interactive-spaced education radiology curriculum for preclinical students
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5450459/
https://www.ncbi.nlm.nih.gov/pubmed/28584689
http://dx.doi.org/10.4103/jcis.JCIS_1_17
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