利用 PACS 系统为医学本科生教授放射学。

Using PACS for teaching radiology to undergraduate medical students.

机构信息

Department of e-Learning in Medical Education, School of Medicine, Center of Excellence for E- learning in Medical Education, Tehran University of Medical Sciences, Tehran, Iran.

Department of Radiology, Faculty of Medicine, Mashhad Medical Sciences, Islamic Azad university, Mashhad, Iran.

出版信息

BMC Med Educ. 2024 Aug 28;24(1):935. doi: 10.1186/s12909-024-05919-9.

DOI:10.1186/s12909-024-05919-9

PMID:39198788

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11351050/

Abstract

BACKGROUND

Traditional radiology education for medical students predominantly uses textbooks, PowerPoint files, and hard-copy radiographic images, which often lack student interaction. PACS (Picture Archiving and Communication System) is a crucial tool for radiologists in viewing and reporting images, but its use in medical student training remains limited.

OBJECTIVE

This study investigates the effectiveness of using PACS (Picture Archiving and Communication System) for teaching radiology to undergraduate medical students compared to traditional methods.

METHODS

Fifty-three medical students were divided into a control group (25 students) receiving traditional slide-based training and an intervention group (28 students) using PACS software to view complete patient images. Pre- and post-course tests and satisfaction surveys were conducted for both groups, along with self-evaluation by the intervention group. The validity and reliability of the assessment tools were confirmed through expert review and pilot testing.

RESULTS

No significant difference was found between the control and intervention groups regarding, gender, age, and GPA. Final multiple-choice test scores were similar (intervention: 10.89 ± 2.9; control: 10.76 ± 3.5; p = 0.883). However, the intervention group demonstrated significantly higher improvement in the short answer test for image interpretation (intervention: 8.8 ± 2.28; control: 5.35 ± 2.39; p = 0.001). Satisfaction with the learning method did not significantly differ between groups (intervention: 36.54 ± 5.87; control: 39.44 ± 7.76; p = 0.129). The intervention group reported high familiarity with PACS capabilities (75%), CT principles (71.4%), interpretation (64.3%), appropriate window selection (75%), and anatomical relationships (85.7%).

CONCLUSION

PACS-based training enhances medical students' diagnostic and analytical skills in radiology. Further research with larger sample sizes and robust assessment methods is recommended to confirm and expand upon theses results.

摘要

背景

传统的放射学教育主要使用教科书、PPT 文件和硬拷贝放射图像，这些方法往往缺乏学生的互动。PACS（影像归档和通信系统）是放射科医生查看和报告图像的重要工具，但在医学生培训中的应用仍然有限。

目的

本研究旨在调查与传统方法相比，使用 PACS（影像归档和通信系统）教授本科医学生放射学的效果。

方法

将 53 名医学生分为对照组（25 名学生），接受基于幻灯片的传统培训；干预组（28 名学生）使用 PACS 软件查看完整的患者图像。对两组学生进行课前和课后测试以及满意度调查，并由干预组进行自我评估。通过专家评审和试点测试确认评估工具的有效性和可靠性。

结果

对照组和干预组在性别、年龄和 GPA 方面没有显著差异。最终多项选择题测试成绩相似（干预组：10.89±2.9；对照组：10.76±3.5；p=0.883）。然而，干预组在图像解释的简答题测试中表现出显著更高的提高（干预组：8.8±2.28；对照组：5.35±2.39；p=0.001）。两组学生对学习方法的满意度没有显著差异（干预组：36.54±5.87；对照组：39.44±7.76；p=0.129）。干预组报告对 PACS 功能（75%）、CT 原理（71.4%）、解释（64.3%）、适当的窗口选择（75%）和解剖关系（85.7%）非常熟悉。