den Harder Annemarie M, Frijlingh Marissa, Ravesloot Cécile J, Oosterbaan Anne E, van der Gijp Anouk
Department of Radiology, Utrecht University Medical Center, P.O. Box 85500, E01.132, 3508 GA, Utrecht, The Netherlands.
Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands.
J Digit Imaging. 2016 Apr;29(2):195-205. doi: 10.1007/s10278-015-9828-y.
With the development of cross-sectional imaging techniques and transformation to digital reading of radiological imaging, e-learning might be a promising tool in undergraduate radiology education. In this systematic review of the literature, we evaluate the emergence of image interaction possibilities in radiology e-learning programs and evidence for effects of radiology e-learning on learning outcomes and perspectives of medical students and teachers. A systematic search in PubMed, EMBASE, Cochrane, ERIC, and PsycInfo was performed. Articles were screened by two authors and included when they concerned the evaluation of radiological e-learning tools for undergraduate medical students. Nineteen articles were included. Seven studies evaluated e-learning programs with image interaction possibilities. Students perceived e-learning with image interaction possibilities to be a useful addition to learning with hard copy images and to be effective for learning 3D anatomy. Both e-learning programs with and without image interaction possibilities were found to improve radiological knowledge and skills. In general, students found e-learning programs easy to use, rated image quality high, and found the difficulty level of the courses appropriate. Furthermore, they felt that their knowledge and understanding of radiology improved by using e-learning. In conclusion, the addition of radiology e-learning in undergraduate medical education can improve radiological knowledge and image interpretation skills. Differences between the effect of e-learning with and without image interpretation possibilities on learning outcomes are unknown and should be subject to future research.
随着横断面成像技术的发展以及放射影像向数字阅读的转变，电子学习可能成为本科放射学教育中一种很有前景的工具。在本次文献系统综述中，我们评估了放射学电子学习项目中图像交互可能性的出现情况，以及放射学电子学习对医学生和教师学习成果及观点影响的证据。我们在PubMed、EMBASE、Cochrane、ERIC和PsycInfo中进行了系统检索。由两位作者对文章进行筛选，当文章涉及对本科医学生放射学电子学习工具的评估时将其纳入。共纳入19篇文章。七项研究评估了具有图像交互可能性的电子学习项目。学生们认为具有图像交互可能性的电子学习是对使用纸质图像学习的有益补充，并且对学习三维解剖学很有效。发现有图像交互可能性和没有图像交互可能性的电子学习项目都能提高放射学知识和技能。总体而言，学生们发现电子学习项目易于使用，对图像质量评价很高，并且认为课程的难度水平合适。此外，他们觉得通过使用电子学习，自己对放射学的知识和理解得到了提高。总之，在本科医学教育中增加放射学电子学习可以提高放射学知识和图像解读技能。有图像解读可能性和没有图像解读可能性的电子学习对学习成果的影响差异尚不清楚，应在未来研究中探讨。
