Awan Omer, Dako Farouk, Akhter Talal, Hava Sana, Shaikh Faiq, Ali Sayed, Chang Paul
Radiology, University of Maryland Medical Center, Baltimore, USA.
Radiology, Temple University Hospital, Philadelphia, USA.
Cureus. 2018 Dec 31;10(12):e3799. doi: 10.7759/cureus.3799.
Introduction Radiology residency programs are increasingly using audience response systems (ARS) in educational lectures. It is imperative that this is investigated to assess if learning outcomes in trainees are actually improved. Methods The primary objective of this randomized prospective unblinded pilot study was to assess the effect of ARS on long-term learning outcomes, with a secondary objective of understanding perceptions of ARS amongst radiology residents. Twenty-two radiology residents were randomized into two groups of 11 residents each receiving five identical musculoskeletal (MSK) radiology lectures. One group received lectures through ARS and the other through traditional didactics. A pretest and identical posttest were completed by all residents at baseline and eight months later, respectively. Residents also completed a pre and post five-question Likert scale survey designed to measure perceptions of ARS. Results Wilcoxon rank sum tests revealed no statistically significant difference between the two groups of residents on the pretest (p = 0.47) or the posttest (p = 0.41). Of the five questions designed to gauge perceptions of ARS, "How often do you study radiology outside of work?" resulted in statistical significance between groups after the lecture series via ordinal logistic regression, with the ARS group six times more likely to study compared to the non-ARS group (Odds ratio = 6.52, P = 0.04, 95% Confidence Interval [1.1, 38.2]). There was no statistical difference in response to this question prior to the lecture series. Discussion Use of ARS was associated with increased likelihood of studying radiology without significant difference in long-term learning outcomes.
引言 放射科住院医师培训项目越来越多地在教育讲座中使用观众反应系统（ARS）。有必要对此进行调查，以评估学员的学习成果是否真的得到了提高。方法 这项随机前瞻性非盲法试点研究的主要目的是评估ARS对长期学习成果的影响，次要目的是了解放射科住院医师对ARS的看法。22名放射科住院医师被随机分为两组，每组11名，分别接受五场相同的肌肉骨骼（MSK）放射学讲座。一组通过ARS接受讲座，另一组通过传统教学方式。所有住院医师分别在基线和八个月后完成了一次预测试和相同的后测试。住院医师还完成了一项前后各五个问题的李克特量表调查，旨在衡量对ARS的看法。结果 威尔科克森秩和检验显示，两组住院医师在预测试（p = 0.47）或后测试（p = 0.41）中没有统计学上的显著差异。在旨在评估对ARS看法的五个问题中，“你在工作之余学习放射学的频率是多少？”在讲座系列结束后，通过有序逻辑回归分析，两组之间存在统计学差异，ARS组学习的可能性是非ARS组的六倍（优势比 = 6.52，P = 0.04，95%置信区间[1.1, 38.2]）。在讲座系列之前，对这个问题的回答没有统计学差异。讨论 使用ARS与增加学习放射学的可能性相关，但长期学习成果没有显著差异。
