ArticleBMC medical education2019
Constructing an experiential education model in undergraduate radiology education by the utilization of the picture archiving and communication system (PACS).
Article in BMC medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Using PACS for teaching radiology to undergraduate medical students.BMC medical education · 2024Article
- Radiology education for medical students: a qualitative exploration of educational topics, teaching methods and future strategies.BMC medical education · 2024Article
- Application of artificial intelligence-assisted image diagnosis software based on volume data reconstruction technique in medical imaging practice teaching.BMC medical education · 2024Article
- International curriculum for undergraduate sonographer education in China during the COVID-19 era: International remote teaching mode vs. domestic on-site teaching mode.Frontiers in public health · 2022Article
- Image Segmentation-Based Cervical Spine MRI Images to Evaluate the Treatment of Patients with Chronic Pain.Computational and mathematical methods in medicine · 2022Article
- Application of 3D modeling and fusion technology of medical image data in image teaching.BMC medical education · 2021Article
- Confidence in managing human monkeypox cases in Asia: A cross-sectional survey among general practitioners in Indonesia.Acta tropica · 2020Article
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Authors and funding
9 authors.
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Abstract
backgroundMedical education in China is in a transitional period, from passive learning models to experiential education. We modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education.
methodWith the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we modified an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experiential education group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data.
resultsThe experiential education group demonstrated significantly higher scores (7.4 ± 1.3) compared to the control group (6.7 ± 1.5, p < 0.05) in the question type "description and diagnosis". The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants' self-confidence to perform future clinical work (p < 0.05). The self-assessment questionnaire in the experiential education group showed that the majority of students were satisfied with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%).
conclusionCompared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students' analysis and diagnostic skills and their self-confidence.
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