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Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning.

Murphy KP, Crush L, O'Malley E, Daly FE, O'Tuathaigh CM, O'Connor OJ, Cryan JF, Maher MM - Insights Imaging (2014)

Bottom Line: Correct responses regarding radiologist/radiographer roles varied from 28-94 % on 16 questions with 4/16 significantly improving post-module.Identification of modalities that utilise radiation significantly improved for five of eight modalities post-module but knowledge regarding relative amount of modality-specific radiation use was variable pre-module and post-module.SDL is not favoured as an anatomy teaching method.

View Article: PubMed Central - PubMed

Affiliation: Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland.

ABSTRACT

Objectives: To examine the impact that anatomy-focused radiology teaching has on non-examined knowledge regarding radiation safety and radiology as a specialty.

Methods: First-year undergraduate medical students completed surveys prior to and after undertaking the first-year anatomy programme that incorporates radiological anatomy. Students were asked opinions on preferred learning methodology and tested on understanding of radiology as a specialty and radiation safety.

Results: Pre-module and post-module response rates were 93 % (157/168) and 85 % (136/160), respectively. Pre-module and post-module, self-directed learning (SDL) ranked eighth (of 11) for preferred gross-anatomy teaching formats. Correct responses regarding radiologist/radiographer roles varied from 28-94 % on 16 questions with 4/16 significantly improving post-module. Identification of modalities that utilise radiation significantly improved for five of eight modalities post-module but knowledge regarding relative amount of modality-specific radiation use was variable pre-module and post-module.

Conclusions: SDL is not favoured as an anatomy teaching method. Exposure of students to a radiological anatomy module delivered by senior clinical radiologists improved basic knowledge regarding ionising radiation use, but there was no improvement in knowledge regarding radiation exposure relative per modality. A possible explanation is that students recall knowledge imparted in didactic lectures but do little reading around the subject when the content is not examined.

Teaching points: • Self-directed learning is not favoured as a gross anatomy teaching format amongst medical students. • An imaging anatomy-focused module improved basic knowledge regarding ionising radiation use. • Detailed knowledge of modality-specific radiation exposure remained suboptimal post-module. • Knowledge of roles within a clinical radiology department showed little change post-module.

No MeSH data available.


Related in: MedlinePlus

Student knowledge regarding the role of clinical radiologists (a) and radiographers (b). Safety patient safety and care, Diagnostic performing diagnostic studies, Intervention performing interventional procedures, Reporting reporting on diagnostic studies, MDT multidisciplinary team meeting attendance, Bad news breaking bad news to patients, Results giving results to patients after imaging studies, Prescribing prescribing medications regularly
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Related In: Results  -  Collection


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Fig1: Student knowledge regarding the role of clinical radiologists (a) and radiographers (b). Safety patient safety and care, Diagnostic performing diagnostic studies, Intervention performing interventional procedures, Reporting reporting on diagnostic studies, MDT multidisciplinary team meeting attendance, Bad news breaking bad news to patients, Results giving results to patients after imaging studies, Prescribing prescribing medications regularly

Mentions: Students were asked as to the role of radiologists and radiographers within a hospital and clinical radiology department (Fig. 1). Post-module, students correctly identified that radiologists interpret and report (94 % correct) imaging studies and work as part of a multidisciplinary team (94 % correct), but only 52 % were aware that radiologists performed interventional procedures and 67 % were aware that radiologists do not regularly prescribe medications. Less than 50 % of students knew that radiographers rarely attend multidisciplinary meetings or that they do not report studies (in the jurisdiction of the medical school). On follow-up, only 63 % were aware that radiographers perform diagnostic imaging studies such as plain radiography, CT and MR imaging. Ninety-one percent of students on the second questionnaire were aware that radiographers did not disclose bad news or imaging results to patients and that they do not prescribe medications. There were significant improvements between pre-module and post-module regarding knowledge of radiologist multidisciplinary team participation (p = 0.021), radiologist reporting (p = 0.006), radiographer non-reporting awareness (p = 0.027) and radiographer patient result delivery knowledge (p = 0.047). A significant deterioration in knowledge was seen with regard to the knowledge of infrequence of bad news delivery to patients by radiologists (p = 0.027).Fig. 1


Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning.

Murphy KP, Crush L, O'Malley E, Daly FE, O'Tuathaigh CM, O'Connor OJ, Cryan JF, Maher MM - Insights Imaging (2014)

Student knowledge regarding the role of clinical radiologists (a) and radiographers (b). Safety patient safety and care, Diagnostic performing diagnostic studies, Intervention performing interventional procedures, Reporting reporting on diagnostic studies, MDT multidisciplinary team meeting attendance, Bad news breaking bad news to patients, Results giving results to patients after imaging studies, Prescribing prescribing medications regularly
© Copyright Policy - OpenAccess
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC4195841&req=5

Fig1: Student knowledge regarding the role of clinical radiologists (a) and radiographers (b). Safety patient safety and care, Diagnostic performing diagnostic studies, Intervention performing interventional procedures, Reporting reporting on diagnostic studies, MDT multidisciplinary team meeting attendance, Bad news breaking bad news to patients, Results giving results to patients after imaging studies, Prescribing prescribing medications regularly
Mentions: Students were asked as to the role of radiologists and radiographers within a hospital and clinical radiology department (Fig. 1). Post-module, students correctly identified that radiologists interpret and report (94 % correct) imaging studies and work as part of a multidisciplinary team (94 % correct), but only 52 % were aware that radiologists performed interventional procedures and 67 % were aware that radiologists do not regularly prescribe medications. Less than 50 % of students knew that radiographers rarely attend multidisciplinary meetings or that they do not report studies (in the jurisdiction of the medical school). On follow-up, only 63 % were aware that radiographers perform diagnostic imaging studies such as plain radiography, CT and MR imaging. Ninety-one percent of students on the second questionnaire were aware that radiographers did not disclose bad news or imaging results to patients and that they do not prescribe medications. There were significant improvements between pre-module and post-module regarding knowledge of radiologist multidisciplinary team participation (p = 0.021), radiologist reporting (p = 0.006), radiographer non-reporting awareness (p = 0.027) and radiographer patient result delivery knowledge (p = 0.047). A significant deterioration in knowledge was seen with regard to the knowledge of infrequence of bad news delivery to patients by radiologists (p = 0.027).Fig. 1

Bottom Line: Correct responses regarding radiologist/radiographer roles varied from 28-94 % on 16 questions with 4/16 significantly improving post-module.Identification of modalities that utilise radiation significantly improved for five of eight modalities post-module but knowledge regarding relative amount of modality-specific radiation use was variable pre-module and post-module.SDL is not favoured as an anatomy teaching method.

View Article: PubMed Central - PubMed

Affiliation: Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland.

ABSTRACT

Objectives: To examine the impact that anatomy-focused radiology teaching has on non-examined knowledge regarding radiation safety and radiology as a specialty.

Methods: First-year undergraduate medical students completed surveys prior to and after undertaking the first-year anatomy programme that incorporates radiological anatomy. Students were asked opinions on preferred learning methodology and tested on understanding of radiology as a specialty and radiation safety.

Results: Pre-module and post-module response rates were 93 % (157/168) and 85 % (136/160), respectively. Pre-module and post-module, self-directed learning (SDL) ranked eighth (of 11) for preferred gross-anatomy teaching formats. Correct responses regarding radiologist/radiographer roles varied from 28-94 % on 16 questions with 4/16 significantly improving post-module. Identification of modalities that utilise radiation significantly improved for five of eight modalities post-module but knowledge regarding relative amount of modality-specific radiation use was variable pre-module and post-module.

Conclusions: SDL is not favoured as an anatomy teaching method. Exposure of students to a radiological anatomy module delivered by senior clinical radiologists improved basic knowledge regarding ionising radiation use, but there was no improvement in knowledge regarding radiation exposure relative per modality. A possible explanation is that students recall knowledge imparted in didactic lectures but do little reading around the subject when the content is not examined.

Teaching points: • Self-directed learning is not favoured as a gross anatomy teaching format amongst medical students. • An imaging anatomy-focused module improved basic knowledge regarding ionising radiation use. • Detailed knowledge of modality-specific radiation exposure remained suboptimal post-module. • Knowledge of roles within a clinical radiology department showed little change post-module.

No MeSH data available.


Related in: MedlinePlus