Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)
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Abstract Background Medical education in China is in a transitional period, from passive learning models to experiential education. We developed 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 developed 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 experimental 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 experimental group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results The experimental 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 experimental 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:
DICOM
Abstract Background Medical education in China is in a transitional period, from passive learning models to experiential education. We developed 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 developed 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 experimental 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 experimental group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results The experimental 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 experimental 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.
DICOM
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Background. The aim of the study was to evaluate the accuracy of chest sonography in the radiological diagnosis of small pleural effusions. Patients and methods. Patients referred for abdominal and/or chest sonographies for various reasons were examined for sonographic features of pleural effusion. From January 1997 till January 2000, 69 patients were included into the study. Fifty-two patients were found to have pleural effusion not exceeding 15 mm in depth, the rest of them served as controls. Subsequently erect posteroanterior and expiratory lateral decubitus projections were done in all patients. Results. Compared to radiological examination chest sonography had a positive predictive value of 92% in the diagnosis of small pleural effusions in our study population. The mean thickness of fluid was 9.2 mm on ultrasonography and 7.6 mm on expiratory lateral decubitus views (P<0.01). Conclusions. Chest sonography showed a high degree of accuracy for demonstrating small pleural effusions and could replace lateral decubitus chest radiographs adequately.
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Leadership and teamwork are important aspects of personal and professional development (PPD) to be inculcated within medical students. PPD module had been included throughout the five-year period to achieve most of the eleven programme outcomes of UKM medical programme. As a part of the teaching-learning method (TLM) for PPD, three outdoor camps are scheduled for the medical students with main emphasis on teamwork and leadership. To determine the final year students' perception on the achievement of UKM Medical Doctor (MD) programme outcomes, two self-assessment surveys were conducted. 222 students answered the first self-assessment survey in June 2009 before they attended the third camp in their final year. The questionnaire contained eleven programme learning outcomes including learning outcomes 3 and 4 which cover teamwork and leadership aspects. The student's perceptions on whether they have achieved the learning outcomes were rated on five-point Likert scale. Six months later, 177 students responded to the second survey. Majority of the students had either agreed or strongly agreed that they have achieved both programme learning outcomes before the camp. The percentages further increased after the camp. The outdoor camps are beneficial as experiential learning activities for teamwork and leadership among medical students.
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Endobronchial ultrasound-guided transbronchial needle aspiration (EBUS) has been demonstrated to be a valuable minimally invasive procedure for mediastinal staging of patients with lung cancer, diagnosis of intrathoracic lesions, diagnosis of unknown lymphadenopathy and re-staging the mediastinum following neoadjuvant chemotherapy for NSCLC.
The aim of this minireview was to focus on EBUS for mediastinal staging of NSCLC and for further evaluation of intrathoracic lesions that remain undiagnosed despite conventional diagnostic evaluation. In conclusion, EBUS represents a good alternative to mediastinoscopy for mediastinal staging of patients with NSCLC because the diagnostic sensitivity and specificity is higher and suspicious chest lesions may be biopsied with hardly any risk of complications.
Endobronchial ultrasound
Lung cancer staging
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Background: The National Exit Test (NExT) exam is a proposed common entrance exam for both licensing to practice medicine and admission to postgraduate medical courses in India. Recently NMC published a draft for NExT Regulations to seek comments from the students, faculty and stakeholders. So, we aimed to assess the perception of MBBS students, graduates and medical faculty towards NExT Regulations to ensure a smooth and hassle-free implementation of NExT Exam. Materials and Methods: A cross-sectional questionnaire based study was conducted online during January 2023. The study question-naire included various types of questions: yes/no/maybe, single best response, likert scale and open ended questions pertaining to the specific points about the NExT draft. The questions were designed under the main domains of: (1) Participant characteristics, (2) General acceptance about NExT, (3) Feedback for NExT Step 1, and (4) Feedback for NExT Step 2. Results: Of the 1412 participants, 873 (61.8%) participants felt that there was ‘No Need’ to replace the conventional theory exam. 895 (64.4%) participants preferred to have a single paper exam. 1141 (80.8%) opined that there should be ‘Single best response type Multiple choice questions (MCQs)’ only. Of the 1412 participants, 559 (39.6%) opined that the score should be valid only for 1 year and 550 (39%) opined it to remain valid for 3 years. 1042 (73.8%) participants felt there was No need for NExT Step 2. Conclusion: Though the implementation of NExT was planned with an intention to elevate the quality of medical education and bring a certain degree of uniformity across the nation, the policy level thought process did not fully percolate to the masses, especially students. The reasoning for the changes is not strongly supported by previous year data in the proposed draft. Therefore, there is a need to allevi-ate the anxiety among students about the NExT exam before implementing it. Based on our study we were able to give our suggestion to the proposed NExT draft.
Multiple choice
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Cinquante etudiants ont participe a une etude concernant une rencontre avec un etranger. Ils avaient a enregistrer leur anxiete a quatre moments au moyen d'un questionnaire avec l'aide d'un appareil qui deroulait du ruban, la longueur du ruban indiquant le niveau d'anxiete. Comparaison de la fidelite de l'appareil a ruban et du questionnaire psychometrique
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CT Venography (CTV) performed at the time of CT pulmonary angiography (CTPA) images the central, pelvic, and extremity venous circulation with minimal additional time, radiation, and no added contrast. CTV has been added to CTPA routinely at our Level I trauma center since 2000, and we sought to determine if this addition had increased the diagnostic yield of CTPA in trauma patients. The attending radiologist's interpretation of all CTPA-CTV studies performed over a 5-year period ending in August 2006 were retrospectively reviewed. CTPAs and CTVs were categorized as "positive", "negative", or "indeterminate" for pulmonary embolus (PE) and deep venous thrombosis (DVT). During the study period, 3798 patients underwent both a CTPA and CTV; 309 (8%) of these were trauma patients. Forty-four (14%) had a PE diagnosed on CTPA. Seventeen (6%) had a DVT diagnosed on CTV. In eight (3%), the CTV added clinically relevant data, diagnosing a DVT in a patient without PE. As the consequences of a missed pelvic DVT are high and the added time burden, radiation, and contrast required for a CTV are low, further investigation into optimizing the sensitivity of CTV performed at the time of CTPA is warranted.
Pulmonary angiography
Venography
PULMONARY EMBOLUS
Computed Tomography Angiography
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Бұл зерттеужұмысындaКaно моделітурaлы жәнеоғaн қaтыстытолықмәліметберілгенжәнеуниверситетстуденттерінебaғыттaлғaн қолдaнбaлы (кейстік)зерттеужүргізілген.АхметЯссaуи университетініңстуденттеріүшін Кaно моделіқолдaнылғaн, олaрдың жоғaры білімберусaпaсынa қоятынмaңыздытaлaптaры, яғнисaпaлық қaжеттіліктері,олaрдың мaңыздылығытурaлы жәнесaпaлық қaжеттіліктерінеқaтыстыөз университетінқaлaй бaғaлaйтындығытурaлы сұрaқтaр қойылғaн. Осы зерттеудіңмaқсaты АхметЯсaуи университетіндетуризмменеджментіжәнеқaржы бaкaлaвриaт бaғдaрлaмaлaрыныңсaпaсынa қaтыстыстуденттердіңқaжеттіліктерінaнықтaу, студенттердіңқaнaғaттaну, қaнaғaттaнбaу дәрежелерінбелгілеу,білімберусaпaсын aнықтaу мен жетілдіружолдaрын тaлдaу болыптaбылaды. Осы мaқсaтқaжетуүшін, ең aлдыменКaно сaуaлнaмaсы түзіліп,116 студенткеқолдaнылдыжәнебілімберугежәнеоның сaпaсынa қaтыстыстуденттердіңтaлaптaры мен қaжеттіліктерітоптықжұмыстaрaрқылыaнықтaлды. Екіншіден,бұл aнықтaлғaн тaлaптaр мен қaжеттіліктерКaно бaғaлaу кестесіменжіктелді.Осылaйшa, сaпa тaлaптaры төрт сaнaтқa бөлінді:болуытиіс, бір өлшемді,тaртымдыжәнебейтaрaп.Соңындa,қaнaғaттaну мен қaнaғaттaнбaудың мәндеріесептелдіжәнестуденттердіңқaнaғaттaну мен қaнaғaттaнбaу деңгейлерінжоғaрылaту мен төмендетудеосытaлaптaр мен қaжеттіліктердіңрөліaйқын aнықтaлды.Түйінсөздер:сaпa, сaпaлық қaжеттіліктер,білімберусaпaсы, Кaно моделі.
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The nationally-recognized Susquehanna
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musical level.AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA¢AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA Experience choral
singing that will take you to new
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