Department of Radiology, University of Medicine and Dentistry of New Jersey, 1 Robert Wood Johnson Place, New Brunswick, NJ 08901, USA.
Acad Radiol. 2010 Jun;17(6):799-807. doi: 10.1016/j.acra.2010.01.016. Epub 2010 Mar 20.
With studies regularly containing hundreds of images, the authors believe that the ability to efficiently review numerous images and identify findings is an important skill to teach medical students. Using the StudentPACS Adobe Flash extension, created within their department, the authors created StudentPACS modules that provide users with a virtual picture archiving and communication system environment, in which findings can be selected by mouse, triggering questions with referenced answers. The aim was to assess medical students' impressions of how learning from these modules compared to their personal experiences learning radiology from textbooks or static images.
StudentPACS modules were created by medical students on elective under the supervision of resident and attending radiologists. MS I to IV students were then asked to complete StudentPACS modules that tied in with their current coursework, followed by an anonymous survey. Approximately 293 students participated.
The majority of students reported that StudentPACS modules were either equivalent to or better than learning from static images or textbooks (90 +/- 3% [257 of 285], P < .00002), were not difficult to use (85 +/- 4% [248 of 293], P < .00002), presented them with clinical content that tied in well with the depicted imaging (90 +/- 3% [263 of 293], P < .00002), and taught them new information (69 +/- 5% [202 of 293], P < .00002). Most respondents felt the StudentPACS modules presented information they would find useful in clinical practice (91 +/- 3% [266 of 293], P < .00002), reported satisfactory experiences using StudentPACS modules as a source of self-directed learning material (79 +/- 5% [232 of 293], P < .00002), and stated that they would use StudentPACS modules for learning different topics in the future (85.6 +/- 4% [244 of 285], P < .00002).
Medical students found using StudentPACS modules at least equivalent to, if not better than, using static books or annotated images.
由于研究中通常包含数百张图像，作者认为，能够高效地查看大量图像并识别发现是教授医学生的一项重要技能。作者使用其所在部门创建的 StudentPACS Adobe Flash 扩展程序创建了 StudentPACS 模块，为用户提供了一个虚拟的图像存档和通信系统环境，用户可以通过鼠标选择发现，触发带有参考答案的问题。目的是评估医学生对从这些模块中学习与从教科书或静态图像中学习放射学的个人经历相比的印象。
由医学生选修，在住院医师和主治放射科医师的监督下创建 StudentPACS 模块。然后要求 MS I 至 IV 年级的学生完成与当前课程相关的 StudentPACS 模块，随后进行匿名调查。大约有 293 名学生参与。
大多数学生报告说，StudentPACS 模块与从静态图像或教科书中学习的效果相当或更好（90 +/- 3% [257/285]，P<.00002），使用起来并不困难（85 +/- 4% [248/293]，P<.00002），提供了与所描绘的影像学紧密相关的临床内容（90 +/- 3% [263/293]，P<.00002），并教授了他们新的信息（69 +/- 5% [202/293]，P<.00002）。大多数受访者认为，StudentPACS 模块提供了他们在临床实践中会发现有用的信息（91 +/- 3% [266/293]，P<.00002），对使用 StudentPACS 模块作为自我指导学习材料的体验表示满意（79 +/- 5% [232/293]，P<.00002），并表示他们将来会使用 StudentPACS 模块学习不同的主题（85.6 +/- 4% [244/285]，P<.00002）。
医学生发现使用 StudentPACS 模块至少与使用静态书籍或带注释的图像一样有效，如果不是更好的话。
