Frank Susan J, Rosenblum Jessica, Miller Todd, Stein Marjorie W
Montefiore Medical Center, 111 East 210 Street, Bronx, NY 10467 USA.
Jacobi Medical Center, 1400 Pelham Parkway S., Bronx, NY 10461 USA.
Med Sci Educ. 2020 Jul 2;30(3):1077-1082. doi: 10.1007/s40670-020-01018-8. eCollection 2020 Sep.
Our goal was to determine whether use of the iPad would increase the students' radiologic knowledge, aid in their interpretation of imaging exams, and increase learner satisfaction.
iPads were pre-populated with ten image data sets, which included plain film, ultrasound, and CT of the head, chest, abdomen, and pelvis. The students, working in small groups, were charged with identifying the salient imaging findings, formulating a differential diagnosis, and choosing the most appropriate imaging modality, if further work-up was necessary. After the student group problem-solved for an hour, a faculty facilitator joined the group and reviewed the cases with them in an interactive fashion. Pre- and post- intervention tests were administered, and statistical analysis was performed.
Student satisfaction surveys were administered to 125 students in the first 2 years of the study. These scores rated their assessment of the iPad exercise and ranged from 4.6 to 4.9 out of 5. The knowledge evaluation group included 219 students, 110 in the study group and 109 in the control group, in the latter 3 years of the study. The average improvement from the initial to the second test was 1.04 points among the control group and 2.32 among the study group, which was statistically significant ( = 0.0001).
We demonstrate increased learner satisfaction, as well as improved knowledge acquisition and interpretive skills of third year medical students engaged in hands-on learning using iPads.
我们的目标是确定使用iPad是否会增加学生的放射学知识，帮助他们解读影像检查，并提高学习者满意度。
iPad预先加载了十个图像数据集，包括头部、胸部、腹部和骨盆的平片、超声和CT。学生们以小组形式开展工作，负责识别突出的影像表现，制定鉴别诊断，并在必要时选择最合适的影像检查方式。在学生小组解决问题一小时后，一名教师加入小组并以互动方式与他们一起回顾病例。进行了干预前和干预后的测试，并进行了统计分析。
在研究的前两年，对125名学生进行了学生满意度调查。这些分数对他们对iPad练习的评估进行了评分，满分5分，评分范围为4.6至4.9分。在研究的后三年，知识评估组包括219名学生，其中研究组110名，对照组109名。对照组从初次测试到第二次测试的平均提高为1.04分，研究组为2.32分，具有统计学意义（=0.0001）。
我们证明，参与使用iPad进行实践学习的三年级医学生的学习者满意度提高，知识获取和解读技能也得到改善。
