Alexander Andrew George, Deas Deborah, Lyons Paul Eric
Department of Medical Education, School of Medicine, University of California, Riverside, Riverside, CA, United States.
JMIR Med Educ. 2018 May 18;4(1):e14. doi: 10.2196/mededu.8747.
Imaging and its optimal use are imperative to the practice of medicine, yet many students don't receive a formal education in radiology. Concurrently, students look for ways to take time away from medical school for residency interviewing. Web-based instruction provides an opportunity to combine these imperatives using online modalities.
A largely Web-based course in radiology during the 4th year of medical school was evaluated both for its acceptance to students who needed to be away from campus for interviews, and its effectiveness on a nationally administered standardized test.
All students were placed into a structured program utilizing online videos, online modules, online textbook assignments, and live interactive online lectures. Over half of the course could be completed away from campus. The Alliance of Medical Student Educators in Radiology test exam bank was used as a final exam to evaluate medical knowledge.
Positive student feedback included the freedom to travel for interviews, hands-on ultrasound training, interactive teaching sessions, and quality Web-based learning modules. Negative feedback included taking quizzes in-person, a perceived outdated online textbook, and physically shadowing hospital technicians. Most students elected to take the course during the interview months of October through January. The Alliance of Medical Student Educators in Radiology final exam results (70.5%) were not significantly different than the national cohort (70%) who took the course in-person. Test scores from students taking the course during interview travel months were not significantly different from students who took the course before (P=.30) or after (P=.34) the interview season.
Students desire to learn radiology and often choose to do so when they need to be away from campus during the fall of their 4th year of study to accomplish their residency interviews. Web-based education in radiology allows students' interview traveling and radiology course objectives to be successfully met without adversely affecting the outcomes on a nationally normed examination in radiology. A curriculum that includes online content and live Web-based teleconference access to faculty can accomplish both imperatives.
影像学及其优化应用对医学实践至关重要，但许多学生并未接受过放射学方面的正规教育。与此同时，学生们寻求从医学院抽出时间用于住院医师面试。基于网络的教学提供了一个利用在线模式将这些需求结合起来的机会。
对医学院四年级期间一门主要基于网络的放射学课程进行评估，评估其对因面试需要离开校园的学生的接受程度，以及在全国范围内进行的标准化考试中的效果。
所有学生都被纳入一个结构化项目，该项目利用在线视频、在线模块、在线教科书作业和实时互动在线讲座。课程的一半以上内容可以在校园外完成。放射医学学生教育者联盟考试题库用作期末考试来评估医学知识。
学生的积极反馈包括有面试出行的自由、实践超声培训、互动教学课程以及高质量的基于网络的学习模块。负面反馈包括现场参加测验、认为在线教科书过时以及实地跟随医院技术人员实习。大多数学生选择在10月至1月的面试月份修读该课程。放射医学学生教育者联盟期末考试成绩（70.5%）与亲自修读该课程的全国同期学生（70%）没有显著差异。在面试出行月份修读该课程的学生的考试成绩与在面试季之前（P = 0.30）或之后（P = 0.34）修读该课程的学生没有显著差异。
学生渴望学习放射学，并且常常在四年级秋季需要离开校园去参加住院医师面试时选择这样做。基于网络的放射学教育使学生的面试出行和放射学课程目标能够成功实现，而不会对全国放射学标准化考试的结果产生不利影响。一个包含在线内容以及与教师进行实时网络电话会议的课程设置能够兼顾这两个需求。
