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Return to the Reading Room: Implementation of a Hybrid Radiology Clerkship Model after Emergent Conversion to Remote Learning in the COVID-19 Pandemic

RATIONALE AND OBJECTIVES: The COVID-19 pandemic prompted the virtualization of historically in-person radiology rotations for medical students. As students return to in-person clinical education, there is an opportunity to reevaluate teaching strategies and incorporate best practices from the pandem...

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Autores principales: Musick, Alexis, Malhotra, Deeksha, French, Robert, Carrico, Caroline, Martin, Jonathan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: The Association of University Radiologists. Published by Elsevier Inc. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9420696/
https://www.ncbi.nlm.nih.gov/pubmed/36153251
http://dx.doi.org/10.1016/j.acra.2022.08.027
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author Musick, Alexis
Malhotra, Deeksha
French, Robert
Carrico, Caroline
Martin, Jonathan
author_facet Musick, Alexis
Malhotra, Deeksha
French, Robert
Carrico, Caroline
Martin, Jonathan
author_sort Musick, Alexis
collection PubMed
description RATIONALE AND OBJECTIVES: The COVID-19 pandemic prompted the virtualization of historically in-person radiology rotations for medical students. As students return to in-person clinical education, there is an opportunity to reevaluate teaching strategies and incorporate best practices from the pandemic. We describe our experience with the conversion of a four-week radiology clerkship from an in-person (IP) to remote learning (RL) to hybrid model (HM) and its impact on student performance and satisfaction. MATERIALS AND METHODS: Stratified by curriculum (Group 1 IP, Group 2 RL, Group 3 HM), student standardized final examination scores, final grades, lecture evaluation scores, and satisfaction scores were compared. Additional analysis was performed for Group 3 clinical divisions in which IP or RL models predominated. RESULTS: A significant decrease in mean final exam score was noted in Group 2 (p < 0.0001). Average lecture rating decreased in Group 3 compared to Group 1 (p < 0.001). Group 3 students reported improved faculty (Group 1: 59, Group 2: 61, Group 3: 82; p < 0.001) and resident (Group 1: 76.5, Group 2: 68, Group 3: 90; p < 0.001) teaching effectiveness. Student-reported quantity and quality of formative feedback were also highest for Group 3 (Quantity; Group 1: 60.6, Group 2: 74, Group 3: 93; p < 0.001) (Quality; Group 1: 59.1, Group 2: 77, Group 3: 97; p < 0.001). Group 3 subanalysis demonstrated increased student-perceived usefulness of activities within IP divisions (p < 0.01) and a decrease for RL divisions (p < 0.05). CONCLUSION: A hybrid curriculum resulted in improved student satisfaction and preserved student performance after an emergent conversion to remote learning.
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spelling pubmed-94206962022-08-30 Return to the Reading Room: Implementation of a Hybrid Radiology Clerkship Model after Emergent Conversion to Remote Learning in the COVID-19 Pandemic Musick, Alexis Malhotra, Deeksha French, Robert Carrico, Caroline Martin, Jonathan Acad Radiol Original Investigation RATIONALE AND OBJECTIVES: The COVID-19 pandemic prompted the virtualization of historically in-person radiology rotations for medical students. As students return to in-person clinical education, there is an opportunity to reevaluate teaching strategies and incorporate best practices from the pandemic. We describe our experience with the conversion of a four-week radiology clerkship from an in-person (IP) to remote learning (RL) to hybrid model (HM) and its impact on student performance and satisfaction. MATERIALS AND METHODS: Stratified by curriculum (Group 1 IP, Group 2 RL, Group 3 HM), student standardized final examination scores, final grades, lecture evaluation scores, and satisfaction scores were compared. Additional analysis was performed for Group 3 clinical divisions in which IP or RL models predominated. RESULTS: A significant decrease in mean final exam score was noted in Group 2 (p < 0.0001). Average lecture rating decreased in Group 3 compared to Group 1 (p < 0.001). Group 3 students reported improved faculty (Group 1: 59, Group 2: 61, Group 3: 82; p < 0.001) and resident (Group 1: 76.5, Group 2: 68, Group 3: 90; p < 0.001) teaching effectiveness. Student-reported quantity and quality of formative feedback were also highest for Group 3 (Quantity; Group 1: 60.6, Group 2: 74, Group 3: 93; p < 0.001) (Quality; Group 1: 59.1, Group 2: 77, Group 3: 97; p < 0.001). Group 3 subanalysis demonstrated increased student-perceived usefulness of activities within IP divisions (p < 0.01) and a decrease for RL divisions (p < 0.05). CONCLUSION: A hybrid curriculum resulted in improved student satisfaction and preserved student performance after an emergent conversion to remote learning. The Association of University Radiologists. Published by Elsevier Inc. 2022-08-29 /pmc/articles/PMC9420696/ /pubmed/36153251 http://dx.doi.org/10.1016/j.acra.2022.08.027 Text en © 2022 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved. Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
spellingShingle Original Investigation
Musick, Alexis
Malhotra, Deeksha
French, Robert
Carrico, Caroline
Martin, Jonathan
Return to the Reading Room: Implementation of a Hybrid Radiology Clerkship Model after Emergent Conversion to Remote Learning in the COVID-19 Pandemic
title Return to the Reading Room: Implementation of a Hybrid Radiology Clerkship Model after Emergent Conversion to Remote Learning in the COVID-19 Pandemic
title_full Return to the Reading Room: Implementation of a Hybrid Radiology Clerkship Model after Emergent Conversion to Remote Learning in the COVID-19 Pandemic
title_fullStr Return to the Reading Room: Implementation of a Hybrid Radiology Clerkship Model after Emergent Conversion to Remote Learning in the COVID-19 Pandemic
title_full_unstemmed Return to the Reading Room: Implementation of a Hybrid Radiology Clerkship Model after Emergent Conversion to Remote Learning in the COVID-19 Pandemic
title_short Return to the Reading Room: Implementation of a Hybrid Radiology Clerkship Model after Emergent Conversion to Remote Learning in the COVID-19 Pandemic
title_sort return to the reading room: implementation of a hybrid radiology clerkship model after emergent conversion to remote learning in the covid-19 pandemic
topic Original Investigation
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9420696/
https://www.ncbi.nlm.nih.gov/pubmed/36153251
http://dx.doi.org/10.1016/j.acra.2022.08.027
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