Constructing an experiential education model in undergraduate radiology education by the utilization of the picture archiving and communication system (PACS)

Yingqian Chen, Keguo Zheng, Shanshan Ye, Jifei Wang, Ling Xu, Ziping Li, Quanfei Meng, Jianyong Yang, Shi Ting Feng

    Research output: Contribution to journalArticle

    Abstract

    Background: Medical education in China is in a transitional period, from passive learning models to experiential education. We modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Method: With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we modified an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experiential education group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results: The experiential education group demonstrated significantly higher scores (7.4 ± 1.3) compared to the control group (6.7 ± 1.5, p < 0.05) in the question type "description and diagnosis". The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants' self-confidence to perform future clinical work (p < 0.05). The self-assessment questionnaire in the experiential education group showed that the majority of students were satisfied with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion: Compared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students' analysis and diagnostic skills and their self-confidence.

    Original languageEnglish
    Article number383
    Number of pages8
    JournalBMC Medical Education
    Volume19
    Issue number1
    DOIs
    Publication statusPublished - 21 Oct 2019

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    experiential education
    communication system
    utilization
    education
    self-assessment
    questionnaire
    Group
    self-confidence
    student
    learning
    interactive media
    working conditions
    medical student
    diagnostic
    reconstruction
    organization

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    Chen, Yingqian ; Zheng, Keguo ; Ye, Shanshan ; Wang, Jifei ; Xu, Ling ; Li, Ziping ; Meng, Quanfei ; Yang, Jianyong ; Feng, Shi Ting. / Constructing an experiential education model in undergraduate radiology education by the utilization of the picture archiving and communication system (PACS). In: BMC Medical Education. 2019 ; Vol. 19, No. 1.
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    title = "Constructing an experiential education model in undergraduate radiology education by the utilization of the picture archiving and communication system (PACS)",
    abstract = "Background: Medical education in China is in a transitional period, from passive learning models to experiential education. We modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Method: With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we modified an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experiential education group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results: The experiential education group demonstrated significantly higher scores (7.4 ± 1.3) compared to the control group (6.7 ± 1.5, p < 0.05) in the question type {"}description and diagnosis{"}. The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants' self-confidence to perform future clinical work (p < 0.05). The self-assessment questionnaire in the experiential education group showed that the majority of students were satisfied with the organization (82.5{\%}), interactivity (85{\%}) and quality (85{\%}) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85{\%}) and for understanding anatomy (90{\%}). Conclusion: Compared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students' analysis and diagnostic skills and their self-confidence.",
    keywords = "Experiential education, PACS, Radiology education, Undergraduate students",
    author = "Yingqian Chen and Keguo Zheng and Shanshan Ye and Jifei Wang and Ling Xu and Ziping Li and Quanfei Meng and Jianyong Yang and Feng, {Shi Ting}",
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    Constructing an experiential education model in undergraduate radiology education by the utilization of the picture archiving and communication system (PACS). / Chen, Yingqian; Zheng, Keguo; Ye, Shanshan; Wang, Jifei; Xu, Ling; Li, Ziping; Meng, Quanfei; Yang, Jianyong; Feng, Shi Ting.

    In: BMC Medical Education, Vol. 19, No. 1, 383, 21.10.2019.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Constructing an experiential education model in undergraduate radiology education by the utilization of the picture archiving and communication system (PACS)

    AU - Chen, Yingqian

    AU - Zheng, Keguo

    AU - Ye, Shanshan

    AU - Wang, Jifei

    AU - Xu, Ling

    AU - Li, Ziping

    AU - Meng, Quanfei

    AU - Yang, Jianyong

    AU - Feng, Shi Ting

    PY - 2019/10/21

    Y1 - 2019/10/21

    N2 - Background: Medical education in China is in a transitional period, from passive learning models to experiential education. We modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Method: With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we modified an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experiential education group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results: The experiential education group demonstrated significantly higher scores (7.4 ± 1.3) compared to the control group (6.7 ± 1.5, p < 0.05) in the question type "description and diagnosis". The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants' self-confidence to perform future clinical work (p < 0.05). The self-assessment questionnaire in the experiential education group showed that the majority of students were satisfied with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion: Compared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students' analysis and diagnostic skills and their self-confidence.

    AB - Background: Medical education in China is in a transitional period, from passive learning models to experiential education. We modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Method: With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we modified an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experiential education group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results: The experiential education group demonstrated significantly higher scores (7.4 ± 1.3) compared to the control group (6.7 ± 1.5, p < 0.05) in the question type "description and diagnosis". The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants' self-confidence to perform future clinical work (p < 0.05). The self-assessment questionnaire in the experiential education group showed that the majority of students were satisfied with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion: Compared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students' analysis and diagnostic skills and their self-confidence.

    KW - Experiential education

    KW - PACS

    KW - Radiology education

    KW - Undergraduate students

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    DO - 10.1186/s12909-019-1827-0

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