Alameda Prof. Hernâni Monteiro, Faculty of Medicine of University of Porto, 4200-319, Porto, Portugal; Alameda Prof. Hernâni Monteiro, S. João Hospital Center, 4200-319, Porto, Portugal; Rua Dr. António Bernardino de Almeida, 400, School of Health - Polytechnic Institute of Porto, 4200-072, Porto, Portugal; Rua Dr. Plácido da Costa, s/n, Centre for Health Technology and Services Research, 4200-450, Porto, Portugal.
Alameda Prof. Hernâni Monteiro, Faculty of Medicine of University of Porto, 4200-319, Porto, Portugal; Alameda Prof. Hernâni Monteiro, S. João Hospital Center, 4200-319, Porto, Portugal.
Eur J Radiol. 2019 Feb;111:47-55. doi: 10.1016/j.ejrad.2018.12.006. Epub 2018 Dec 7.
E-learning has been revealed as an a useful tool among continuing education within health professionals, namely for radiographers or radiologic technologists. Therefore like traditional learning, this teaching approach needs continuous evaluation in order to validate its effectiveness and impact. Kirkpatrick's model has been widely used for this purpose by health information management instructors. Our aim was to assess an E-learning Course on Breast Imaging for radiographers based on the first three levels of Kirkpatrick's framework: reaction, learning and behaviour.
An E-learning course was developed for radiographers in order to provide an easy-to-understand, succinct and current overview in breast imaging, namely mammography technique and image interpretation. The program structure were built based on the guidelines proposed by the European Society of Breast Cancer Specialists (EUSOMA). Learner's satisfaction was assessed through a questionnaire and Knowledge gain was assessed using pre- and post-testing. After 6 months of complying the course, the learners were contacted through a questionnaire in order to give feedback on whether their behaviour changed in workplace.
Two editions of the breast imaging course were performed by 64 learners. In general, 97% of the learners stated that the program content was very good and excellent, all learners considered the content was delivered in a very good or excellent way. High percentages of learners stated to be satisfied with the distribution of the content among each module (94%) and 86% of learners stated that your level of dedication was high or very high. Concerning improvement of knowledge, we found an evolution of 4 percentual points between pre and post-tests (p = 0,001). The learners have identified two main changes on their practice, the first one related with patient care, improving communications and positioning skills and the second one related with image interpretation, improving the image processing and analyses.
These global results show that e-learning can provide statistically relevant knowledge gains in Radiographers. This course is an important contribution to the improvement of mammography education, impacting on the development of students' and radiographers' skills.
电子学习已被证明是医疗专业继续教育的有用工具，特别是对于放射技师。因此，像传统学习一样，这种教学方法需要不断评估，以验证其有效性和影响。健康信息管理教师广泛使用柯克帕特里克模型来达到这个目的。我们的目的是根据柯克帕特里克框架的前三个层次（反应、学习和行为）评估放射技师的乳房成像电子学习课程。
为放射技师开发了一门电子学习课程，以便提供易于理解、简洁且最新的乳房成像概述，即乳房摄影技术和图像解释。该程序结构是基于欧洲乳腺肿瘤专家学会（EUSOMA）提出的指南构建的。通过问卷评估学习者的满意度，通过前测和后测评估知识增益。在完成课程 6 个月后，通过问卷联系学习者，以了解他们在工作场所的行为是否发生变化。
两门乳房成像课程由 64 名学习者完成。总体而言，97%的学习者表示课程内容非常好和优秀，所有学习者都认为内容以非常好或优秀的方式呈现。学习者对每个模块内容的分布满意度较高（94%），86%的学习者表示您的敬业度高或非常高。关于知识的提高，我们发现前测和后测之间有 4 个百分点的变化（p=0.001）。学习者在实践中发现了两个主要变化，第一个与患者护理有关，改善沟通和定位技能，第二个与图像解释有关，改善图像处理和分析。
这些总体结果表明，电子学习可以为放射技师提供具有统计学意义的知识收益。该课程是提高乳房摄影教育的重要贡献，对学生和放射技师技能的发展产生影响。
