Chest radiology case exchange program: A paradigm for resident teaching and independent resident learning

doi:10.1016/S1076-6332(99)80059-2

Academic Radiology

Volume 6, Issue 1, January 1999, Pages 34-39

https://doi.org/10.1016/S1076-6332(99)80059-2 Get rights and content

Rationale and Objectives.

The purpose of this study was to test the effectiveness of resident-prepared, independent learning cases in teaching residents chest radiology.

Materials and Methods.

Three 2nd-year residents (one each from the University of Wisconsin, the Oregon Health Sciences University, and the University of Michigan) prepared four chest radiology teaching cases each (total, 12 cases). Radiology residents from each institution were randomly divided into control (n = 30) and experimental (n = 35) groups. Residents from both groups took a pretest of 36 multiple-choice questions covering the material from the 12 teaching cases. Residents in the experimental group reviewed these cases independently, and both groups took the same test (posttest) immediately after the teaching cases had been reviewed and again 3 months later (final test).

Results.

Test scores were similar across institutions (P > .05) but differed across time and treatment groups (experimental vs control) (P < .0001). Mean differences in test scores between the experimental and control groups at pretest, posttest, and final test were −0.4, +9.0, +4.0, respectively, demonstrating increased performance at posttesting that was still present (though somewhat attenuated) 3 months later at final testing.

Conclusion.

Independent study of resident-prepared chest radiology teaching cases increases the resident's knowledge for as long as 3 months after instruction.

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In addition, because of the increased visibility of findings associated with digital hot seat presentations, students appear to prefer these to analog film-based or slide-based presentations.71 Requiring residents to autonomously review resident-prepared independent learning/teaching cases has also been shown to be an effective learning tool.72 The cases included a short clinical history, radiographs, computed tomographic scans, concise description of the radiological findings using correct terminology, a list of differential diagnoses, the proven diagnosis, a discussion of that diagnosis, 2 or 3 learning points, and between 1 and 3 references.
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A review of the literature was performed using relevant key words. Articles were retrieved through December 2012 using PubMed, ScienceDirect, ERIC, Proquest, and ICL databases along with a manual review of references.
Of the 4716 unique abstracts reviewed by the author, 91 were found to be relevant to the purpose of this study. The literature retrieved reported pedagogical approaches to teaching radiology including the following: problem solving, technology as teacher, independent learning tools, visiting lectureships, case based teaching, and conferences. There was some exploration of the relative effectiveness of educational formats. Suggestions for future research identify 7 areas of relative consistency.
Radiology is a clinical skill that requires integration science, clinical information, clinical experiences, and information recorded on diagnostic imaging studies. The research in this area focuses on problem solving, the use of algorithm/scripts, introducing uncertainty in clinical scenarios, incorporating technology in learning environments, active learning techniques, and methods of independent learning. Although the literature in this area is still in its infancy, the research examining the relative effectiveness of these various educational formats is often contradictory, suggesting that this is a complex area of study with numerous factors influencing student learning.
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: This study was funded in part by a grant from the Office of Medical Education Research and Development, University of Wisconsin Medical School, Madison.

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Original investigationChest radiology case exchange program: A paradigm for resident teaching and independent resident learning

Rationale and Objectives.

Materials and Methods.

Results.

Conclusion.

Acad Radiol

The house officer as a teacher: what schools expect and measure

J Med Educ

Evaluation of radiology resident cognitive performance

Invest Radiol

Learning, retention and recall of clinical information

Med Educ

Original investigation
Chest radiology case exchange program: A paradigm for resident teaching and independent resident learning