Resource Development
As part of the 3rd/4th year surgical rotations offered as part of the Joint Medical Program’s MD/BMed programs, students are examined on radiological images from a variety of subspecialties.
The curriculum was reviewed, and eight topics were identified:
1.Medical Imaging Modalities 2.Common Abdominal Surgical Pathology 3.Trauma Imaging 4.Neurosurgical Imaging 5.Common Vascular Pathology 6.Common Urological Pathology 7.Chest Imaging/Breast Imaging 8.Basic Orthopaedic Injuries
For each of the conditions identified, the students were taught relevant differential diagnoses based on a clinical stem.
An hour long, case-based radiology tutorial with a quiz was developed for each topic. In order to progress the case, students were required to identify the appropriate investigation, findings and further management.
Senior residents with previous experience in critical care and radiology developed the resources. The surgical conditions and relevant differentials were discussed with the Clinical Dean who is a General Surgeon and student examiner.
Each of the radiology cases, images and quizzes were developed in conjunction with a senior radiology registrar and consultant.
Teaching Delivery
In conjunction with the local clinical school, a regular session was scheduled, in order to minimize clashes and maximize attendance.
A JMO with an interest in radiology and education would act as the primary facilitator for each session, backed up by a senior registrar.
Prior to each session, the facilitators were provided with the cases and imaging in the form of a powerpoint presentation and the relevant background reading.
Student Assessment
Student engagement and knowledge retention was assessed using a 10 question pre-quiz (performed at the start of the tutorial) and a post-quiz, which is to be performed at the end of the eight week series.
During the pilot program, the pre and post quizzes were delivered in several formats, and these were discussed among the tutors and students to find the most engaging and effective format and technically secure format.
QARS (which is a NSW Health, audit and survey results system) was initially used, however we identified issues with marking of results and student engagement.
Paper forms were also trialed, but had similar issues to QARS along with the added issue of result storage.
Kahoot! appeared to be the most appropriate format with the results being automatically marked, ease of question upload/result download and improved student engagement.
Discussion
There were a number of limitations with this study.
The timeframe of development and implementation was slightly skewed which prevented the presentation of results within this poster.
In addition, in order to properly anonymise the students with their results, we were only able to obtain the cohort results and compare the pre- and post- course quizzes.
In informal debriefings and discussions with both groups of students, they found these tutorials to be very useful. The key themes identified were:- increase in confidence identifying appropriate diagnostic tests, identifying the pertinent findings and decrease in anxiety regarding the imaging component of their examination.