Department of Radiology, Cork University Hospital, Cork, Ireland.
J Am Coll Radiol. 2010;7(2):138-45. doi: 10.1016/j.jacr.2009.09.003.
The aim of this study was to evaluate the effectiveness of the medium of videoconferencing for the delivery of a course for radiology residents in practice-based learning (PBL), including evidence-based practice, at centers geographically separated from the principal teaching site.
Twenty-one participants (second-year radiology residents) at 8 centers in a radiology training program were included. The course in PBL was delivered over 16 weekly 1-hour sessions. There were 8 local education site coordinators (staff radiologists), who had completed an intensive 1-day course at the principal teaching site. The host site was linked to the participant sites using videoconferencing technology. Course evaluation included 1) a 5-point Likert-type scale and an open-ended evaluation questionnaire midway through the course (week 8) and a summation questionnaire after its completion (week 16) and 2) a consultation forum held during the penultimate session. The data responses to the questionnaires were entered in a spreadsheet, and the data were analyzed. Qualitative data were manually coded and analyzed for common themes. Descriptive statistical analyses were performed.
Eighty-five percent of evaluation questionnaires and 53% of summation questionnaires were returned. The overall satisfaction of the participants with course content was high, with median rating of 4 on the 5-point scale. All participants agreed that videoconferencing as a medium did not hinder adequate discussion among centers and worked well as an interactive teaching method (median, 4). Local coordinators were satisfied with local technical support and training (median, 4), and overall, the module was rated highly, with ratings of 4 from both residents and local coordinators. Seventy-one percent of residents and 86% of local coordinators reported that they would have been unable to participate in the course without videoconferencing. All participants completed the course requirements satisfactorily. The overall rating of audio quality was good (median, 4), but there was dissatisfaction with the quality of the visual aids used. Comments reflected a desire for a shorter, more condensed course; improvement of the quality of visual aids; and more emphasis on research appraisal.
Although videoconferencing is a valuable educational tool and works well as a didactic teaching method, challenges with interactive discussion between centers require further exploration. This technology allows the inclusion of trainers and trainees who may otherwise be unable to participate. In multicenter programs, this can be fundamental to the feasibility and sustainability of educational programs in newer competencies, for which a lack of a critical mass of educators and students can be problematic for individual centers.
本研究旨在评估远程视频会议作为一种媒介在基于实践的学习（PBL）中为放射科住院医师提供课程的有效性，包括循证实践，这些课程在地理位置上与主要教学地点分离。
该研究纳入了 8 个放射学培训项目中的 21 名参与者（第二年的放射科住院医师）。该 PBL 课程通过 16 个每周 1 小时的课程进行。有 8 名当地教育基地协调员（放射科工作人员），他们在主要教学基地完成了为期 1 天的强化课程。使用视频会议技术将主持站点与参与者站点连接起来。课程评估包括 1）在课程进行到第 8 周（课程中途）和第 16 周（课程结束时）使用 5 分李克特量表和开放性评价问卷，以及 2）在倒数第 2 节课上进行咨询论坛。问卷的答案被输入电子表格，然后对数据进行分析。定性数据手动编码并分析出共同主题。进行描述性统计分析。
85%的评估问卷和 53%的总结问卷被收回。参与者对课程内容的总体满意度很高，5 分制的中位数评分为 4 分。所有参与者都认为视频会议作为一种媒介不会阻碍中心之间的充分讨论，并且作为一种互动教学方法效果很好（中位数，4）。当地协调员对当地技术支持和培训感到满意（中位数，4），总的来说，该模块评价很高，住院医师和当地协调员的评分均为 4 分。71%的住院医师和 86%的当地协调员表示，如果没有视频会议，他们将无法参加该课程。所有参与者都满意地完成了课程要求。音频质量的总体评价良好（中位数，4），但对使用的视觉辅助工具的质量不满意。评论反映了希望课程更短、更紧凑；提高视觉辅助工具的质量；并更加重视研究评估。
尽管视频会议是一种有价值的教育工具，并且作为一种教学方法效果很好，但中心之间的互动讨论存在挑战，需要进一步探索。这项技术允许培训师和学员参加，否则他们可能无法参加。在多中心项目中，这对于缺乏足够数量的教育者和学员的新能力的教育项目的可行性和可持续性至关重要，因为对于个别中心来说，这可能是一个问题。
