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DOI: 10.1055/s-0043-124191
Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain
Kritische Analyse eines e-Learning Moduls und interaktiven Seminars zur Interpretation von Notfall-Computertomografien des GehirnsPublikationsverlauf
23. Juli 2017
29. November 2017
Publikationsdatum:
01. Februar 2018 (online)
Abstract
Purpose To compare the learning benefit of three different teaching strategies on the interpretation of emergency cerebral computed tomography (CT) pathologies by medical students.
Materials and Methods Three groups of students with different types of teaching (e-learning, interactive teaching, and standard curricular education in neuroradiology) were tested with respect to the detection of seven CT pathologies. The test results of each group were compared for each CT pathology using the chi-square test. A p-value ≤ 0.05 was considered to be significant.
Results Opposed to the results of the comparison group (curricular education), the e-learning group and interactive teaching tutorial group both showed a significantly better performance in detecting hyperdense middle cerebral artery sign (p = 0.001 and p < 0.0001) as well as subarachnoid hemorrhage (p = 0.03 and p = 0.001) on CT. Moreover, an increase in performance for the detection of subdural hematoma and skull fracture could be observed for both the interactive teaching group and the e-learning group, with statistical significance in the latter (p = 0.03 and p < 0.0001, respectively). No statistically significant differences were found for the detection of intracranial and epidural hemorrhage, as well as midline shift, among the groups studied.
Conclusion Our study demonstrates potential learning benefits for both the interactive teaching tutorial and e-learning module group with respect to reading CT scans with slightly different advantages. Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-based considerations.
Key points
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E-learning can offer benefits regarding the reading of cerebral CT scans by students
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Interactive tutorial can offer benefits regarding the reading of cerebral CT scans by students
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E-learning and interactive tutorial feature different strengths for student learning in radiology
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Application of interactive teaching methods in radiology requires learning content-based considerations
Citation Format
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Groth M, Barthe KG, Riemer M et al. Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain. Fortschr Röntgenstr 2017; 190: 334 – 340
Zusammenfassung
Ziel Vergleich von drei verschiedenen Lehrmethoden zur Interpretation von Notfall-Pathologien mit der zerebralen Computertomografie (CT) durch Medizinstudenten.
Material und Methoden Drei Studentengruppen wurden bzgl. der Detektion von sieben CT-Pathologien getestet, nachdem sie verschiedene Lehrmethoden absolviert hatten (e-Learning, interaktives Seminar, curriculäre Lehre). Die Testergebnisse der drei Gruppen wurde für jede Pathologie mit einem Chi-Quadrat-Test verglichen. Das Signifikanzniveau wurde ≤ 0,05 gewählt.
Ergebnisse Im Gegensatz zur Vergleichsgruppe (curriculäre Lehre) zeigten die e-Learning- und Interaktivseminar-Gruppe signifikant bessere Ergebnisse bei der Detektion des „hyperdensen Mediazeichens“ (p = 0,001 und p < 0,0001) sowie der Subarachnoidalblutung (p = 0,03 und p = 0,001). Darüber hinaus zeigten sowohl die Interaktivseminar- als auch die e-Learning-Gruppe bessere Ergebnisse für die Detektion eines subduralen Hämatoms und einer Kalottenfraktur, wobei nur die letzte Gruppe hier eine statistische Signifikanz aufwies (p = 0,03 und p < 0,0001). Keine signifikanten Unterschiede zeigten sich für Pathologien wie intrakranielle Blutung, epidurales Hämatom und Mittellinienverlagerung.
Zusammenfassung Unsere Studie zeigt jeweils unterschiedliche potentielle Vorteile der Interaktivseminar- sowie der e-Learning-Gruppe bei der Interpretation von CTs. Daher können interaktive Lehrmethoden das Potenzial besitzen, die studentisch-radiologische Ausbildung zu verbessern, die passende Lehrform muss jedoch dem jeweiligen Lerninhalt angepasst werden.
Kernaussagen
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E-Learning kann die studentische Beurteilungfähigkeit zerebraler CTs verbessern
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Ein interaktives Seminar kann die studentische Beurteilungfähigkeit zerebraler CTs verbessern
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E-Learning und Interaktivseminare besitzen unterschiedliche Stärken in der studentischen Radiologieausbildung
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Die Anwendung neuer Lehrmethoden in der Radiologie erfordert eine Lerninhalt spezifisch Anpassung
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