Department of Neurosurgery, AP-HP, La Pitié-Salpêtrière - Charles Foix University Hospital, F-75013, Paris, France.
Sorbonne University, F-75005, Paris, France.
Eur Radiol. 2021 Jun;31(6):4195-4202. doi: 10.1007/s00330-020-07484-3. Epub 2020 Nov 17.
Brain imaging is particularly difficult to learn and to teach. This study aimed to evaluate the performance of teaching brain imaging through drawing method in medical faculty students.
We conducted a prospective, interventional, randomized, single-blind study in third-year voluntary medical students between December 2016 and June 2019. Eighty medical students received a theoretical training on brain imaging interpretation and were subsequently randomized into two groups ("teaching through drawing" and "standard teaching"). An initial evaluation was carried out to assess the students' basic level. Three teaching and training sessions were spread over 2 months in each group. One month after the third teaching session, students were evaluated by an examiner who was blind to the student's group. The same comprehensive evaluation grid has been used for the initial and final students' evaluations to give an objective score out of 20 points. Students' scores were compared between groups using the t test and effect sizes were measured using Cohen's d.
Students' mean age was 21.1 years old. In total, 61.3% were female. Regarding initial evaluation, scores did not differ significantly between both groups (10.1 ± 2.0 versus 9.9 ± 1.9, p = 0.65), thus confirming the homogeneity of the students' basic level. The scores obtained from the final evaluation were significantly higher for the "teaching through drawing" students than for the "standard teaching" students (14.7 ± 2.7 vs 13.2 ± 2.0, p = 0.009, Cohen's d = 0.62).
This study provides class II evidence that the method of drawing alone can improve brain imaging comprehension and analysis in medical faculty students.
• The method of drawing can improve brain imaging analysis in medical faculty students. • A large majority of students were satisfied by the method of brain imaging teaching through drawing.
脑影像学的学习和教学尤其具有挑战性。本研究旨在评估通过绘图法教授医学专业学生脑影像学的效果。
我们在 2016 年 12 月至 2019 年 6 月期间，对三年级志愿医学生进行了一项前瞻性、干预性、随机、单盲研究。80 名医学生接受了脑影像解读的理论培训，随后被随机分为两组（“绘图教学”组和“标准教学”组）。首先进行初始评估，以评估学生的基础水平。在每组中，为期 2 个月内进行了 3 次教学和培训课程。在第三次教学课程结束后 1 个月，由一名对学生分组情况不知情的考官对学生进行评估。为了给出 20 分制的客观分数，我们对学生的初始和最终评估使用了相同的综合评估表。使用 t 检验比较两组学生的分数，并使用 Cohen's d 测量效应大小。
学生的平均年龄为 21.1 岁。共有 61.3%为女性。关于初始评估，两组学生的分数没有显著差异（10.1 ± 2.0 与 9.9 ± 1.9，p = 0.65），这证实了学生基础水平的同质性。“绘图教学”组学生的最终评估得分明显高于“标准教学”组学生（14.7 ± 2.7 与 13.2 ± 2.0，p = 0.009，Cohen's d = 0.62）。
本研究提供了 II 级证据，表明单独绘图的方法可以提高医学专业学生对脑影像学的理解和分析能力。
绘图方法可以提高医学专业学生的脑影像学分析能力。
绝大多数学生对脑影像学教学的绘图方法表示满意。
