Problem based learning in radiography education: A narrative review

e-PBL with multimedia animations: a design-based research

BACKGROUND

This study was conducted to explore the effectiveness of online problem-based learning (e-PBL) with multimedia animation scenarios by comparing the face-to-face (f2f) PBL method with paper-based scenarios. Adapting different f2f teaching methodologies to online environments is a significant problem that urgently needs attention, particularly in health education.

METHODS

This study is part of design-based research and consists of three phases, which comprise design, analysis, and re-design. First, the animation-based problem scenarios were developed, and the learning environment (e-PBL) elements were organized. Then animation-based scenarios and the e-PBL environment were used, and problems related to the use of the environment were determined with an experimental study which was based on a pretest-posttest control group design. Finally, we used the following three measurement tools in the data collection process: a scale to determine the effectiveness of PBL, an attitude scale toward PBL, and the Clinical Objective Reasoning Exams (CORE). The study group in this research comprised 92 medical undergraduates (47 female and 45 male).

RESULTS

There were similar scores between the two groups (e-PBL and f2f) in terms of the effectiveness of the platforms, the attitudes of the medical undergraduates, and the CORE scores. Also, there were positive relationships between the attitude scores, grade point average (GPA), and PBL scores of the undergraduates. Another significant positive relationship was found between the CORE scores and the GPA.

CONCLUSIONS

The animation-supported e-PBL environment positively effects the participants' knowledge, skills, and attitude. Students who have high academic scores attitude positively towards e-PBL. Providing problem scenarios as multimedia animations is the innovative face of the research. They have been produced inexpensively with off-the-shelf web-based animation apps. These technological advances may democratize the production of video-based cases in the future. Although the results of this study were obtained before the pandemic, they showed no differences between e-PBL and f2f-PBL in terms of effectiveness.

Problem-based learning in medical radiation science education: A scoping review

INTRODUCTION

The current educational and technological environment in medical radiation science is dynamic. Educators must seek both proven and contemporary methods to ensure graduates are equipped for the clinical environment. This scoping review sought to assess the evidence regarding the value of problem-based learning (PBL) as part of medical radiation undergraduate curricula.

METHODS

A systematic search of Medline, Emcare, and CINAHL was undertaken. Studies using both quantitative and qualitative methodologies were eligible if they reported the outcomes relating to PBL intervention for medical radiation science students in undergraduate education (diagnostic radiography, radiation therapy, or nuclear medicine). Outcomes included self-perceived benefits, disadvantages, and skills. Screening and data extraction was conducted independently by two reviewers.

RESULTS

Eleven studies were included. Data regarding perceived benefits, perceived disadvantages, and skills were gathered. Pre-post studies demonstrated statistically significant findings suggesting better preparedness and improved attitudes for PBL students. Across institutions globally, there is evidence suggesting PBL is positively received by medical radiation students. High satisfaction was experienced amongst participants. Negative feedback included lack of resources, limitations in realism, and issues associated with groupwork.

CONCLUSION

PBL may positively impact student satisfaction, knowledge acquisition, and skills, though this necessitates further research.

IMPLICATIONS FOR PRACTICE

Medical radiation is an evolving discipline, and problem-based learning poses an educational tool to equip graduates with adaptive qualities.

Radiographers' experiences of image interpretation training in a low-resource setting

INTRODUCTION

Radiographers extend their roles through formal and on-the-job training to keep up with clinical practice changes. One area of role extension that is now incorporated into undergraduate programmes is image interpretation, although the training provided may vary between institutions. This study explored the experiences of graduates from one higher education institution in a low-resource context with regard to their image interpretation training.

METHODS

A qualitative phenomenological research design was employed to investigate the experiences of ten radiography graduates who were purposively selected from one higher education institution. Individual semi-structured interviews were conducted with each participant after obtaining their informed consent. The interview recordings were transcribed and analysed using Atlas.ti Windows (Version 9.0) software, following Colaizzi's seven-steps of data analysis.

RESULTS

From the ten interviews conducted, teaching approach, clinical education, and assessment strategy emerged as areas of experience within the teaching and learning theme, while practitioner role modelling, skill utilisation, and industry impact were sub-themes under the paradoxical reality theme. The participants' experiences indicated a theory-practice gap in image interpretation among radiographers.

CONCLUSION

The participants' experiences reflected a misalignment in the educational process due to inadequacies in the teaching approach, clinical education, and assessment strategies. Participants encountered significant differences between their expectations and clinical realities during and after training. Image interpretation by radiographers was recognised as a relevant area for role extension in this low-resource setting.

IMPLICATIONS FOR PRACTICE

While these findings are specific to the experiences of the participants, conducting similar research in comparable contexts and implementing competency-based image interpretation assessments could help identify gaps and guide interventions to address shortcomings.

The value of case reports in diagnostic radiography

OBJECTIVE

- This paper sought to explore the value of case reports in diagnostic radiography with regards to current usage, relevance to evidence-based radiography, and educational benefits.

KEY FINDINGS

Case reports are short accounts of novel pathologies, trauma or treatment with a critical review of relevant literature. Examples within diagnostic radiography include the appearances of COVID-19 alongside examination-level scenarios involving image artefacts, equipment failure and patient incidents in radiology. With greatest risk of bias and lowest generalisability, they are considered as low-quality evidence with generally poor citation rates. Despite this, there are examples of significant discoveries or developments initiated with case reports with important patient care implications. Furthermore, they offer educational development for both reader and author alike. Whereas the former learns about an unusual clinical scenario, the latter develops scholarly writing skills, reflective practice and may generate further, more complex, research. Radiography-specific case reports could capture the diverse imaging skills and technological expertise currently under-represented in traditional case reports. Potential avenues for cases are broad and may include any imaging modality where patient care or safety of other persons may illicit a teaching point. This encapsulates all stages of the imaging process, before, during and after patient interaction.

CONCLUSION

Despite being low-quality evidence, case reports contribute to evidence-based radiography, add to the knowledge base, and foster a research culture. However, this is contingent upon rigorous peer-review and adherence to ethical treatment of patient data.

IMPLICATIONS FOR PRACTICE

With the drive to increase research engagement and output at all levels in radiography (student to consultant), case reports may act as a realistic grass-root activity for a burdened workforce with limited time and resources.

"Resident Managed Peer-Mentoring Program": A Novel Way to Engage Medical Students and Radiology Residents in Collaborative Research

RATIONALE AND OBJECTIVES

Engaging medical students and radiology residents in research during clinically focused training in residency can be challenging. We investigated extending a substantial degree of supervised autonomy to qualified residents to engage, mentor, and manage teams of medical students and other residents in research projects, fostering a system of laddered mentoring, referred to as "Resident Managed Peer Mentoring Program." The structure is as follows: a resident with research experience (preceptor) first identifies small-scale hypothesis driven projects which different novice learner-researchers at different levels of research background and training can undertake. The learner and preceptor then outline the learner's deliverables and set deadlines for outcomes, with regular faculty check-ins and oversight.

MATERIALS AND METHODS

This observational study assessed the outcomes of our "Resident Managed Peer Mentoring Program" beginning November 2019. Primary outcomes were numbers of peer-reviewed publications credited to individual radiology physicians. Secondary outcomes were: numbers of radiology physicians who participated in publication and academic rank-based analysis of publication numbers for attending radiologists before and after the intervention.

RESULTS

Number of peer-reviewed PubMed publications increased after our intervention (47.8%, in year-1; 167.4% in year-2). Increases also occurred in the number of radiology physicians who authored publications. The effect was largest for early career physicians.

CONCLUSION

The "Resident managed peer-mentoring program" was a productive method that proved especially beneficial for students, residents, and early career physicians in our clinically focused training program. This approach may be transferable to other programs where an increase in research participation and productivity are valued.