A web-based instruction module for interpretation of craniofacial cone beam CT anatomy

Web-based educational programme for temporomandibular joint assessment with cone-beam computed tomography

OBJECTIVES

To develop and evaluate an educational web-based programme for temporomandibular joint (TMJ) assessment using cone-beam computed tomography (CBCT).

METHODS

A web-based educational programme was designed for TMJ assessment using CBCT images. Fifteen CBCT cases of the TMJ (three-dimensional reconstructed volumes) and an assessment module based on image analysis criteria in the Diagnostic Criteria for Temporomandibular Disorders (DC/TMD) were added to the programme. Thirty-six undergraduate dental students were invited to test the programme by assessing all cases twice: before and after 2 months of training. Participants submitted written subjective evaluations of the programme.

RESULTS

The web-based programme can be accessed on Malmö University webpage (www.cbct-tmj.mau.se). Despite limited CBCT learning in their undergraduate training and not using the programme in the 2-month interval, the students were able to correctly diagnose 80% of the cases at the second assessment. Their diagnoses, however, did not differ significantly from the first assessment. Overall, the students were satisfied with the programme and considered it user-friendly.

CONCLUSION

The web-based educational programme that was developed in the present study and tested by dental students could be a useful educational tool for TMJ assessment using CBCT.

Systematic method for initial rapid analysis of maxillofacial computed tomography scans for surgeons in training

BACKGROUND

Reading maxillofacial computed tomography (CT) scans is a basic skill for any surgeon who operates on the face. A standard systematic approach for how to read a maxillofacial CT scan from a surgeon's perspective is lacking in literature, particularly for those in the early stages of training. We present a method of initial rapid analysis which our residents in training have responded to and report to be conceptually simple to apply.

METHODS

The senior author reviewed over 250 consults for face trauma and performed a detailed composite of the most common elements of each consult as well as the clinically relevant decision points. These elements were then bundled into a conceptual sketch of the skull-face-mandible with an accompanying standardized clinical data list. The new residents were then guided through a systematic approach to reading the scans while sketching the injuries identified. The authors then performed a survey to establish if the new method was helpful to early learners prior to and after adoption of the method. The survey consisted of five questions regarding the utility of the method for analysis of reading maxillofacial CT.

RESULTS

In total, seven residents were surveyed; 100% thought the technique made reading facial CT easier, 100% thought this method was easy to teach to junior residents and 86% found the analysis of facial CT easier and helped their surgical decision making.

CONCLUSION

We present a systematic method for surgeons to evaluate facial CT scans. This is the first published account of methodology for maxillofacial CT analysis for surgeons.

Improvement in American Board of Surgery in-training examination performance with a multidisciplinary surgeon-directed integrated learning platform

BACKGROUND

The American Board of Surgery In-Training Examination (ABSITE) is a predictor of resident performance on the general surgery-qualifying examination and plays a role in obtaining competitive fellowships. A learning management system (LMS) permits the delivery of a structured curriculum that appeals to the modern resident owing to the ease of accessibility and all-in-one organization. This study hypothesizes that trainees using a structured surgeon-directed LMS will achieve improved ABSITE scores compared with those using an unstructured approach to the examination.

STUDY DESIGN

A multidisciplinary print and digital review course with practice questions, review textbooks, weekly reading assignments, and slide and audio reviews integrated within an online LMS was made available to postgraduate year (PGY)-3 and PGY-4 residents in 2008 and 2009. Surveys were emailed requesting ABSITE scores to compare outcomes in those trainees that used the course with those who used an unstructured approach. Statistical analysis was conducted via descriptive statistics and Pearson chi-square with p < 0.05 deemed statistically significant.

RESULTS

Surveys were mailed to 508 trainees. There was an 80% (408) response rate. Residents who used structured approaches in both the years achieved the highest scores, followed by those who adopted a structured approach in PGY-4. The residents using an unstructured approach in both the years showed no significant improvement.

CONCLUSION

Residents who used a structured LMS performed significantly better than their counterparts who used an unstructured approach. A properly constructed online education curriculum has the potential to improve ABSITE scores.

The impact of interactive, computerized educational modules on preclinical medical education

Interactive computerized modules have been linked to improved retention of material in clinical medicine. This study examined the effects of a new series of interactive learning modules for preclinical medical education, specifically in the areas of quiz performance, perceived difficulty of concepts, study time, and perceived stress level. We randomly allocated 102 medical student volunteers into control and experimental groups. All participants studied selected anatomical and physiologic concepts using existing material (lecture notes, textbooks, etc.), while those in the experimental groups used the new interactive modules as well. All participants completed a quiz to test their knowledge of the assigned concepts and a survey to assess their subjective experiences in studying with the modules. We found a trend toward higher quiz scores in the experimental group relative to the control group, though it did not reach statistical significance (P = 0.31). Perceived concept difficulty was significantly reduced among those who studied with the modules (P < 0.001), and the number of hours spent studying the concepts was significantly increased (P = 0.028). Of those who used the modules, 83% rated them as "very helpful" or "extremely helpful." No significant differences existed between participants' reported stress levels during the course of the study (P = 0.44). Our data suggest that medical students may learn more effectively and feel less intimidated by difficult concepts when interactive modules supplement traditional instruction.