E-learning for chest x-ray interpretation improves medical student skills and confidence levels

Abstract Background Radiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. The aim of this project was to determine whether the integration of an innovative e-learning module on chest x-ray interpretation of the heart would enhance the radiological interpretive skills, and improve the confidence, of first year graduate entry medical students. Methods All first-year graduate entry (all students had a prior university degree) medical students at the University of Limerick (n = 152) during academic year 2015–16 were invited to participate in this study. An assessment instrument was developed which consisted of 5 radiological cases to be interpreted over a designated and supervised 15-min time period. Students underwent a pre-, mid- and post-intervention assessment of their radiology interpretative skills. An online e-module was provided following the pre-test and additional practice cases were provided following the mid-intervention test. Assessment scores and confidence levels were compared pre-, mid- and post-intervention. Results The overall performance (out of a total score of 25) for the 87 students who completed all three assessments increased from 13.2 (SD 3.36) pre-intervention to 14.3 (SD 2.97) mid-intervention to 15.8 (SD 3.40) post-intervention. This change over time was statistically significant (p < 0.001) with a medium effect size (eta-squared = 0.35). Increases from pre- to post-intervention were observed in each of the five areas assessed, although performance remained poor in diagnosis post-intervention. Of the 118 students who provided feedback after the intervention, 102 (86.4%) stated that they would recommend the resource to a colleague to improve their interpretative skills. Conclusions This study suggests that early exposure to e-learning radiology modules is beneficial in undergraduate medical school curricula. Further studies are encouraged to assess how long the improvement may last before attrition. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	S. Wentzell [verfasserIn] L. Moran [verfasserIn] J. Dobranowski [verfasserIn] A. Levinson [verfasserIn] A. Hannigan [verfasserIn] C. P. Dunne [verfasserIn] D. McGrath [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2018

Schlagwörter:	E-learning Radiology Undergraduate curriculum Online resource Medical curriculum Medical students

Übergeordnetes Werk:	In: BMC Medical Education - BMC, 2003, 18(2018), 1, Seite 8
Übergeordnetes Werk:	volume:18 ; year:2018 ; number:1 ; pages:8

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1186/s12909-018-1364-2

Katalog-ID:	DOAJ058374922

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520			\|a Abstract Background Radiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. The aim of this project was to determine whether the integration of an innovative e-learning module on chest x-ray interpretation of the heart would enhance the radiological interpretive skills, and improve the confidence, of first year graduate entry medical students. Methods All first-year graduate entry (all students had a prior university degree) medical students at the University of Limerick (n = 152) during academic year 2015–16 were invited to participate in this study. An assessment instrument was developed which consisted of 5 radiological cases to be interpreted over a designated and supervised 15-min time period. Students underwent a pre-, mid- and post-intervention assessment of their radiology interpretative skills. An online e-module was provided following the pre-test and additional practice cases were provided following the mid-intervention test. Assessment scores and confidence levels were compared pre-, mid- and post-intervention. Results The overall performance (out of a total score of 25) for the 87 students who completed all three assessments increased from 13.2 (SD 3.36) pre-intervention to 14.3 (SD 2.97) mid-intervention to 15.8 (SD 3.40) post-intervention. This change over time was statistically significant (p < 0.001) with a medium effect size (eta-squared = 0.35). Increases from pre- to post-intervention were observed in each of the five areas assessed, although performance remained poor in diagnosis post-intervention. Of the 118 students who provided feedback after the intervention, 102 (86.4%) stated that they would recommend the resource to a colleague to improve their interpretative skills. Conclusions This study suggests that early exposure to e-learning radiology modules is beneficial in undergraduate medical school curricula. Further studies are encouraged to assess how long the improvement may last before attrition.
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allfields	10.1186/s12909-018-1364-2 doi (DE-627)DOAJ058374922 (DE-599)DOAJ0a512d6fba5b4da785dd74f8ded2ca41 DE-627 ger DE-627 rakwb eng LC8-6691 S. Wentzell verfasserin aut E-learning for chest x-ray interpretation improves medical student skills and confidence levels 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Radiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. The aim of this project was to determine whether the integration of an innovative e-learning module on chest x-ray interpretation of the heart would enhance the radiological interpretive skills, and improve the confidence, of first year graduate entry medical students. Methods All first-year graduate entry (all students had a prior university degree) medical students at the University of Limerick (n = 152) during academic year 2015–16 were invited to participate in this study. An assessment instrument was developed which consisted of 5 radiological cases to be interpreted over a designated and supervised 15-min time period. Students underwent a pre-, mid- and post-intervention assessment of their radiology interpretative skills. An online e-module was provided following the pre-test and additional practice cases were provided following the mid-intervention test. Assessment scores and confidence levels were compared pre-, mid- and post-intervention. Results The overall performance (out of a total score of 25) for the 87 students who completed all three assessments increased from 13.2 (SD 3.36) pre-intervention to 14.3 (SD 2.97) mid-intervention to 15.8 (SD 3.40) post-intervention. This change over time was statistically significant (p < 0.001) with a medium effect size (eta-squared = 0.35). Increases from pre- to post-intervention were observed in each of the five areas assessed, although performance remained poor in diagnosis post-intervention. Of the 118 students who provided feedback after the intervention, 102 (86.4%) stated that they would recommend the resource to a colleague to improve their interpretative skills. Conclusions This study suggests that early exposure to e-learning radiology modules is beneficial in undergraduate medical school curricula. Further studies are encouraged to assess how long the improvement may last before attrition. E-learning Radiology Undergraduate curriculum Online resource Medical curriculum Medical students Special aspects of education Medicine R L. Moran verfasserin aut J. Dobranowski verfasserin aut A. Levinson verfasserin aut A. Hannigan verfasserin aut C. P. Dunne verfasserin aut D. McGrath verfasserin aut In BMC Medical Education BMC, 2003 18(2018), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:18 year:2018 number:1 pages:8 https://doi.org/10.1186/s12909-018-1364-2 kostenfrei https://doaj.org/article/0a512d6fba5b4da785dd74f8ded2ca41 kostenfrei http://link.springer.com/article/10.1186/s12909-018-1364-2 kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2018 1 8
spelling	10.1186/s12909-018-1364-2 doi (DE-627)DOAJ058374922 (DE-599)DOAJ0a512d6fba5b4da785dd74f8ded2ca41 DE-627 ger DE-627 rakwb eng LC8-6691 S. Wentzell verfasserin aut E-learning for chest x-ray interpretation improves medical student skills and confidence levels 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Radiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. The aim of this project was to determine whether the integration of an innovative e-learning module on chest x-ray interpretation of the heart would enhance the radiological interpretive skills, and improve the confidence, of first year graduate entry medical students. Methods All first-year graduate entry (all students had a prior university degree) medical students at the University of Limerick (n = 152) during academic year 2015–16 were invited to participate in this study. An assessment instrument was developed which consisted of 5 radiological cases to be interpreted over a designated and supervised 15-min time period. Students underwent a pre-, mid- and post-intervention assessment of their radiology interpretative skills. An online e-module was provided following the pre-test and additional practice cases were provided following the mid-intervention test. Assessment scores and confidence levels were compared pre-, mid- and post-intervention. Results The overall performance (out of a total score of 25) for the 87 students who completed all three assessments increased from 13.2 (SD 3.36) pre-intervention to 14.3 (SD 2.97) mid-intervention to 15.8 (SD 3.40) post-intervention. This change over time was statistically significant (p < 0.001) with a medium effect size (eta-squared = 0.35). Increases from pre- to post-intervention were observed in each of the five areas assessed, although performance remained poor in diagnosis post-intervention. Of the 118 students who provided feedback after the intervention, 102 (86.4%) stated that they would recommend the resource to a colleague to improve their interpretative skills. Conclusions This study suggests that early exposure to e-learning radiology modules is beneficial in undergraduate medical school curricula. Further studies are encouraged to assess how long the improvement may last before attrition. E-learning Radiology Undergraduate curriculum Online resource Medical curriculum Medical students Special aspects of education Medicine R L. Moran verfasserin aut J. Dobranowski verfasserin aut A. Levinson verfasserin aut A. Hannigan verfasserin aut C. P. Dunne verfasserin aut D. McGrath verfasserin aut In BMC Medical Education BMC, 2003 18(2018), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:18 year:2018 number:1 pages:8 https://doi.org/10.1186/s12909-018-1364-2 kostenfrei https://doaj.org/article/0a512d6fba5b4da785dd74f8ded2ca41 kostenfrei http://link.springer.com/article/10.1186/s12909-018-1364-2 kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2018 1 8
allfields_unstemmed	10.1186/s12909-018-1364-2 doi (DE-627)DOAJ058374922 (DE-599)DOAJ0a512d6fba5b4da785dd74f8ded2ca41 DE-627 ger DE-627 rakwb eng LC8-6691 S. Wentzell verfasserin aut E-learning for chest x-ray interpretation improves medical student skills and confidence levels 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Radiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. The aim of this project was to determine whether the integration of an innovative e-learning module on chest x-ray interpretation of the heart would enhance the radiological interpretive skills, and improve the confidence, of first year graduate entry medical students. Methods All first-year graduate entry (all students had a prior university degree) medical students at the University of Limerick (n = 152) during academic year 2015–16 were invited to participate in this study. An assessment instrument was developed which consisted of 5 radiological cases to be interpreted over a designated and supervised 15-min time period. Students underwent a pre-, mid- and post-intervention assessment of their radiology interpretative skills. An online e-module was provided following the pre-test and additional practice cases were provided following the mid-intervention test. Assessment scores and confidence levels were compared pre-, mid- and post-intervention. Results The overall performance (out of a total score of 25) for the 87 students who completed all three assessments increased from 13.2 (SD 3.36) pre-intervention to 14.3 (SD 2.97) mid-intervention to 15.8 (SD 3.40) post-intervention. This change over time was statistically significant (p < 0.001) with a medium effect size (eta-squared = 0.35). Increases from pre- to post-intervention were observed in each of the five areas assessed, although performance remained poor in diagnosis post-intervention. Of the 118 students who provided feedback after the intervention, 102 (86.4%) stated that they would recommend the resource to a colleague to improve their interpretative skills. Conclusions This study suggests that early exposure to e-learning radiology modules is beneficial in undergraduate medical school curricula. Further studies are encouraged to assess how long the improvement may last before attrition. E-learning Radiology Undergraduate curriculum Online resource Medical curriculum Medical students Special aspects of education Medicine R L. Moran verfasserin aut J. Dobranowski verfasserin aut A. Levinson verfasserin aut A. Hannigan verfasserin aut C. P. Dunne verfasserin aut D. McGrath verfasserin aut In BMC Medical Education BMC, 2003 18(2018), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:18 year:2018 number:1 pages:8 https://doi.org/10.1186/s12909-018-1364-2 kostenfrei https://doaj.org/article/0a512d6fba5b4da785dd74f8ded2ca41 kostenfrei http://link.springer.com/article/10.1186/s12909-018-1364-2 kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2018 1 8
allfieldsGer	10.1186/s12909-018-1364-2 doi (DE-627)DOAJ058374922 (DE-599)DOAJ0a512d6fba5b4da785dd74f8ded2ca41 DE-627 ger DE-627 rakwb eng LC8-6691 S. Wentzell verfasserin aut E-learning for chest x-ray interpretation improves medical student skills and confidence levels 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Radiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. The aim of this project was to determine whether the integration of an innovative e-learning module on chest x-ray interpretation of the heart would enhance the radiological interpretive skills, and improve the confidence, of first year graduate entry medical students. Methods All first-year graduate entry (all students had a prior university degree) medical students at the University of Limerick (n = 152) during academic year 2015–16 were invited to participate in this study. An assessment instrument was developed which consisted of 5 radiological cases to be interpreted over a designated and supervised 15-min time period. Students underwent a pre-, mid- and post-intervention assessment of their radiology interpretative skills. An online e-module was provided following the pre-test and additional practice cases were provided following the mid-intervention test. Assessment scores and confidence levels were compared pre-, mid- and post-intervention. Results The overall performance (out of a total score of 25) for the 87 students who completed all three assessments increased from 13.2 (SD 3.36) pre-intervention to 14.3 (SD 2.97) mid-intervention to 15.8 (SD 3.40) post-intervention. This change over time was statistically significant (p < 0.001) with a medium effect size (eta-squared = 0.35). Increases from pre- to post-intervention were observed in each of the five areas assessed, although performance remained poor in diagnosis post-intervention. Of the 118 students who provided feedback after the intervention, 102 (86.4%) stated that they would recommend the resource to a colleague to improve their interpretative skills. Conclusions This study suggests that early exposure to e-learning radiology modules is beneficial in undergraduate medical school curricula. Further studies are encouraged to assess how long the improvement may last before attrition. E-learning Radiology Undergraduate curriculum Online resource Medical curriculum Medical students Special aspects of education Medicine R L. Moran verfasserin aut J. Dobranowski verfasserin aut A. Levinson verfasserin aut A. Hannigan verfasserin aut C. P. Dunne verfasserin aut D. McGrath verfasserin aut In BMC Medical Education BMC, 2003 18(2018), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:18 year:2018 number:1 pages:8 https://doi.org/10.1186/s12909-018-1364-2 kostenfrei https://doaj.org/article/0a512d6fba5b4da785dd74f8ded2ca41 kostenfrei http://link.springer.com/article/10.1186/s12909-018-1364-2 kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2018 1 8
allfieldsSound	10.1186/s12909-018-1364-2 doi (DE-627)DOAJ058374922 (DE-599)DOAJ0a512d6fba5b4da785dd74f8ded2ca41 DE-627 ger DE-627 rakwb eng LC8-6691 S. Wentzell verfasserin aut E-learning for chest x-ray interpretation improves medical student skills and confidence levels 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Radiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. The aim of this project was to determine whether the integration of an innovative e-learning module on chest x-ray interpretation of the heart would enhance the radiological interpretive skills, and improve the confidence, of first year graduate entry medical students. Methods All first-year graduate entry (all students had a prior university degree) medical students at the University of Limerick (n = 152) during academic year 2015–16 were invited to participate in this study. An assessment instrument was developed which consisted of 5 radiological cases to be interpreted over a designated and supervised 15-min time period. Students underwent a pre-, mid- and post-intervention assessment of their radiology interpretative skills. An online e-module was provided following the pre-test and additional practice cases were provided following the mid-intervention test. Assessment scores and confidence levels were compared pre-, mid- and post-intervention. Results The overall performance (out of a total score of 25) for the 87 students who completed all three assessments increased from 13.2 (SD 3.36) pre-intervention to 14.3 (SD 2.97) mid-intervention to 15.8 (SD 3.40) post-intervention. This change over time was statistically significant (p < 0.001) with a medium effect size (eta-squared = 0.35). Increases from pre- to post-intervention were observed in each of the five areas assessed, although performance remained poor in diagnosis post-intervention. Of the 118 students who provided feedback after the intervention, 102 (86.4%) stated that they would recommend the resource to a colleague to improve their interpretative skills. Conclusions This study suggests that early exposure to e-learning radiology modules is beneficial in undergraduate medical school curricula. Further studies are encouraged to assess how long the improvement may last before attrition. E-learning Radiology Undergraduate curriculum Online resource Medical curriculum Medical students Special aspects of education Medicine R L. Moran verfasserin aut J. Dobranowski verfasserin aut A. Levinson verfasserin aut A. Hannigan verfasserin aut C. P. Dunne verfasserin aut D. McGrath verfasserin aut In BMC Medical Education BMC, 2003 18(2018), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:18 year:2018 number:1 pages:8 https://doi.org/10.1186/s12909-018-1364-2 kostenfrei https://doaj.org/article/0a512d6fba5b4da785dd74f8ded2ca41 kostenfrei http://link.springer.com/article/10.1186/s12909-018-1364-2 kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2018 1 8
language	English
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Wentzell</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">E-learning for chest x-ray interpretation improves medical student skills and confidence levels</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2018</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Background Radiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. 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spellingShingle	S. Wentzell misc LC8-6691 misc E-learning misc Radiology misc Undergraduate curriculum misc Online resource misc Medical curriculum misc Medical students misc Special aspects of education misc Medicine misc R E-learning for chest x-ray interpretation improves medical student skills and confidence levels
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topic_title	LC8-6691 E-learning for chest x-ray interpretation improves medical student skills and confidence levels E-learning Radiology Undergraduate curriculum Online resource Medical curriculum Medical students
topic	misc LC8-6691 misc E-learning misc Radiology misc Undergraduate curriculum misc Online resource misc Medical curriculum misc Medical students misc Special aspects of education misc Medicine misc R
topic_unstemmed	misc LC8-6691 misc E-learning misc Radiology misc Undergraduate curriculum misc Online resource misc Medical curriculum misc Medical students misc Special aspects of education misc Medicine misc R
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title	E-learning for chest x-ray interpretation improves medical student skills and confidence levels
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title_full	E-learning for chest x-ray interpretation improves medical student skills and confidence levels
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author_browse	S. Wentzell L. Moran J. Dobranowski A. Levinson A. Hannigan C. P. Dunne D. McGrath
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title_sort	e-learning for chest x-ray interpretation improves medical student skills and confidence levels
callnumber	LC8-6691
title_auth	E-learning for chest x-ray interpretation improves medical student skills and confidence levels
abstract	Abstract Background Radiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. The aim of this project was to determine whether the integration of an innovative e-learning module on chest x-ray interpretation of the heart would enhance the radiological interpretive skills, and improve the confidence, of first year graduate entry medical students. Methods All first-year graduate entry (all students had a prior university degree) medical students at the University of Limerick (n = 152) during academic year 2015–16 were invited to participate in this study. An assessment instrument was developed which consisted of 5 radiological cases to be interpreted over a designated and supervised 15-min time period. Students underwent a pre-, mid- and post-intervention assessment of their radiology interpretative skills. An online e-module was provided following the pre-test and additional practice cases were provided following the mid-intervention test. Assessment scores and confidence levels were compared pre-, mid- and post-intervention. Results The overall performance (out of a total score of 25) for the 87 students who completed all three assessments increased from 13.2 (SD 3.36) pre-intervention to 14.3 (SD 2.97) mid-intervention to 15.8 (SD 3.40) post-intervention. This change over time was statistically significant (p < 0.001) with a medium effect size (eta-squared = 0.35). Increases from pre- to post-intervention were observed in each of the five areas assessed, although performance remained poor in diagnosis post-intervention. Of the 118 students who provided feedback after the intervention, 102 (86.4%) stated that they would recommend the resource to a colleague to improve their interpretative skills. Conclusions This study suggests that early exposure to e-learning radiology modules is beneficial in undergraduate medical school curricula. Further studies are encouraged to assess how long the improvement may last before attrition.
abstractGer	Abstract Background Radiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. The aim of this project was to determine whether the integration of an innovative e-learning module on chest x-ray interpretation of the heart would enhance the radiological interpretive skills, and improve the confidence, of first year graduate entry medical students. Methods All first-year graduate entry (all students had a prior university degree) medical students at the University of Limerick (n = 152) during academic year 2015–16 were invited to participate in this study. An assessment instrument was developed which consisted of 5 radiological cases to be interpreted over a designated and supervised 15-min time period. Students underwent a pre-, mid- and post-intervention assessment of their radiology interpretative skills. An online e-module was provided following the pre-test and additional practice cases were provided following the mid-intervention test. Assessment scores and confidence levels were compared pre-, mid- and post-intervention. Results The overall performance (out of a total score of 25) for the 87 students who completed all three assessments increased from 13.2 (SD 3.36) pre-intervention to 14.3 (SD 2.97) mid-intervention to 15.8 (SD 3.40) post-intervention. This change over time was statistically significant (p < 0.001) with a medium effect size (eta-squared = 0.35). Increases from pre- to post-intervention were observed in each of the five areas assessed, although performance remained poor in diagnosis post-intervention. Of the 118 students who provided feedback after the intervention, 102 (86.4%) stated that they would recommend the resource to a colleague to improve their interpretative skills. Conclusions This study suggests that early exposure to e-learning radiology modules is beneficial in undergraduate medical school curricula. Further studies are encouraged to assess how long the improvement may last before attrition.
abstract_unstemmed	Abstract Background Radiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. The aim of this project was to determine whether the integration of an innovative e-learning module on chest x-ray interpretation of the heart would enhance the radiological interpretive skills, and improve the confidence, of first year graduate entry medical students. Methods All first-year graduate entry (all students had a prior university degree) medical students at the University of Limerick (n = 152) during academic year 2015–16 were invited to participate in this study. An assessment instrument was developed which consisted of 5 radiological cases to be interpreted over a designated and supervised 15-min time period. Students underwent a pre-, mid- and post-intervention assessment of their radiology interpretative skills. An online e-module was provided following the pre-test and additional practice cases were provided following the mid-intervention test. Assessment scores and confidence levels were compared pre-, mid- and post-intervention. Results The overall performance (out of a total score of 25) for the 87 students who completed all three assessments increased from 13.2 (SD 3.36) pre-intervention to 14.3 (SD 2.97) mid-intervention to 15.8 (SD 3.40) post-intervention. This change over time was statistically significant (p < 0.001) with a medium effect size (eta-squared = 0.35). Increases from pre- to post-intervention were observed in each of the five areas assessed, although performance remained poor in diagnosis post-intervention. Of the 118 students who provided feedback after the intervention, 102 (86.4%) stated that they would recommend the resource to a colleague to improve their interpretative skills. Conclusions This study suggests that early exposure to e-learning radiology modules is beneficial in undergraduate medical school curricula. Further studies are encouraged to assess how long the improvement may last before attrition.
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title_short	E-learning for chest x-ray interpretation improves medical student skills and confidence levels
url	https://doi.org/10.1186/s12909-018-1364-2 https://doaj.org/article/0a512d6fba5b4da785dd74f8ded2ca41 http://link.springer.com/article/10.1186/s12909-018-1364-2 https://doaj.org/toc/1472-6920
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author2	L. Moran J. Dobranowski A. Levinson A. Hannigan C. P. Dunne D. McGrath
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