McEvoy Fintan J, Shen Nicholas W, Nielsen Dorte H, Buelund Lene E, Holm Peter
Department of Veterinary Clinical and Animal Sciences, Faculty of Health and Medical Sciences, University of Copenhagen, Dyrlaegevej 16, 1870, Frederiksberg C, Denmark.
College of Veterinary Medicine, Lincoln Memorial University, 6965 Cumberland Gap Parkway, Harrogate, TN, 37752, USA.
J Digit Imaging. 2017 Feb;30(1):78-85. doi: 10.1007/s10278-016-9905-x.
Communicating radiological reports to peers has pedagogical value. Students may be uneasy with the process due to a lack of communication and peer review skills or to their failure to see value in the process. We describe a communication exercise with peer review in an undergraduate veterinary radiology course. The computer code used to manage the course and deliver images online is reported, and we provide links to the executable files. We tested to see if undergraduate peer review of radiological reports has validity and describe student impressions of the learning process. Peer review scores for student-generated radiological reports were compared to scores obtained in the summative multiple choice (MCQ) examination for the course. Student satisfaction was measured using a bespoke questionnaire. There was a weak positive correlation (Pearson correlation coefficient = 0.32, p < 0.01) between peer review scores students received and the student scores obtained in the MCQ examination. The difference in peer review scores received by students grouped according to their level of course performance (high vs. low) was statistically significant (p < 0.05). No correlation was found between peer review scores awarded by the students and the scores they obtained in the MCQ examination (Pearson correlation coefficient = 0.17, p = 0.14). In conclusion, we have created a realistic radiology imaging exercise with readily available software. The peer review scores are valid in that to a limited degree they reflect student future performance in an examination. Students valued the process of learning to communicate radiological findings but do not fully appreciated the value of peer review.
向同行传达放射学报告具有教学价值。由于缺乏沟通和同行评审技能，或者未能认识到该过程的价值，学生可能会对这个过程感到不安。我们描述了一项本科兽医放射学课程中带有同行评审的沟通练习。报告了用于管理课程和在线提供图像的计算机代码，并提供了可执行文件的链接。我们测试了本科学生对放射学报告的同行评审是否有效，并描述了学生对学习过程的印象。将学生生成的放射学报告的同行评审分数与该课程的总结性多项选择题（MCQ）考试中获得的分数进行比较。使用定制问卷测量学生满意度。学生获得的同行评审分数与MCQ考试中获得的学生分数之间存在微弱的正相关（Pearson相关系数 = 0.32，p < 0.01）。根据课程表现水平分组的学生（高分组与低分组）获得的同行评审分数差异具有统计学意义（p < 0.05）。未发现学生给出的同行评审分数与他们在MCQ考试中获得的分数之间存在相关性（Pearson相关系数 = 0.17，p = 0.14）。总之，我们利用现成的软件创建了一个逼真的放射学成像练习。同行评审分数是有效的，因为它们在一定程度上反映了学生未来在考试中的表现。学生重视学习传达放射学结果的过程，但并未充分认识到同行评审的价值。
