Wachsman Uriel, Shelef Ilan, Lior Yotam, Ben-Arie Gal
Radiology Department, Soroka Medical Center, Ben-Gurion University of the Negev, 151Yitzchak Rager st, Beer-Sheva, Israel.
Eur J Radiol Open. 2023 May 20;10:100493. doi: 10.1016/j.ejro.2023.100493. eCollection 2023.
The purpose of this study is to evaluate the effectiveness of changing the teaching method in the radiology course at a medical school from lecture-based learning to clinically case-based learning using interactive methods, with the aim to improve undergraduate radiology education and students' diagnostic abilities.
During the 2018-2019 academic year, we compared the achievements of medical students in the radiology course. Teaching in the first year was primarily conducted through conventional lectures (traditional course; TC), while in the following year, a case-based teaching approach along with an interactive web application called "Nearpod" (clinically-oriented course; COC) was employed to motivate student participation. The student knowledge assessments were composed of identical post-test questions, which included five images of common diagnoses. The results were compared using Pearson's Chi-Square test or Fisher Exact Test.
There were 72 students who answered the post-test in the first year and 55 students responded in the second year. Post-test student achievements following the methodological changes were significantly higher as compared with the control group in the total grade (65.1 ± 21.5 vs. 40.8 ± 19.1, p < 0.001). An improvement in the identification rates of all assessed cases was noticed, with the most prominent improvement in pneumothorax recognition (4.2% vs. 61.8%, p < 0.001).
Teaching radiology using clinical case-based teaching methods combined with web-based interactive applications like Nearpod results in significant improvements in identifying key imaging pathologies when compared to traditional teaching methods. This approach has the potential to enhance radiology learning and better prepare students for their future roles as clinicians.
本研究旨在评估医学院校放射学课程的教学方法从基于讲座的学习转变为使用互动方法的临床病例式学习的有效性，以改善本科放射学教育和学生的诊断能力。
在2018 - 2019学年，我们比较了医学生在放射学课程中的成绩。第一年的教学主要通过传统讲座进行（传统课程；TC），而在接下来的一年，采用了基于病例的教学方法以及一个名为“Nearpod”的互动网络应用程序（临床导向课程；COC）来促进学生参与。学生知识评估由相同的课后测试问题组成，其中包括五个常见诊断的图像。使用Pearson卡方检验或Fisher精确检验比较结果。
第一年有72名学生回答了课后测试，第二年有55名学生做出回应。与对照组相比，方法改变后的课后学生成绩在总成绩上显著更高（65.1 ± 21.5对40.8 ± 19.1，p < 0.001）。注意到所有评估病例的识别率都有所提高，其中气胸识别的改善最为显著（4.2%对61.8%，p < 0.001）。
与传统教学方法相比，使用基于临床病例的教学方法结合像Nearpod这样的网络互动应用程序教授放射学，在识别关键影像病理学方面有显著改善。这种方法有潜力加强放射学学习，并使学生更好地为未来作为临床医生的角色做好准备。
