Elsevier

Academic Radiology

Volume 11, Issue 9, September 2004, Pages 1059-1070
Academic Radiology

Radiologic education
Blended learning in medical education: Use of an integrated approach with web-based small group modules and didactic instruction for teaching radiologic anatomy1

https://doi.org/10.1016/j.acra.2004.05.018Get rights and content

Rationale and objectives

To describe the development of and assess student satisfaction with a blended learning method for teaching radiologic anatomy that integrates web-based instruction with small group and didactic teaching.

Materials and methods

In 2002 the teaching of radiologic anatomy to first-year medical students was changed from group learning (20–30 students with a preceptor and films at a viewbox) to a blended learning model that included a brief didactic introduction followed by small group (7–8 students) web-based structured learning modules with rotating lab instructors. In 2003 the modules were changed to include self-study cases prior to the lab, follow-up cases, and twice-weekly optional review sessions. Students and lab instructors were surveyed for their response to the content and design of the sessions.

Results

Course surveys in 2001, with a response rate of 84%, showed 58 negative comments regarding inconsistency between various instructors.. Individual response rates for 2002 for radiologic anatomy teaching sessions (RadLab) surveys ranged from 56%–81%, dropping as the course progressed. All RadLabs were rated “very useful” or “useful,” except the cardiovascular lab, which was not designed as an interactive module. In 2003, after redesign of the cardiovascular lab in the same format as the other labs, all RadLabs were rated 2.4 or better (useful).

Conclusion

An integration of computers with small and large group didactic instruction allow optimal use of faculty, conform to accepted theories of adult learning, and are well-accepted by students.

Section snippets

Survey methods

Student feedback was reviewed for the years from 2000–2001 to assist in designing the new curriculum. Feedback was available from web-based comments included in standard course survey forms. Surveys were available for students to fill out online and included eight general questions about the course including check boxes for students to select the most educationally valuable portions of the course, as well as space for specific comments. No dedicated radiology session surveys were distributed.

Results

One hundred sixty-eight students were enrolled in the course in 2001 and 141 returned general surveys on the course, for a response rate of 84%. Free text course comments included 35 positive comments regarding radiology sessions and 58 negative comments, 25 of which related to dissatisfaction with perceived or actual inconsistencies between various tutors. A single tutor was identified overwhelmingly by students as ‘the best’, and her sessions became filled with 40–50 students per session,

Discussion

The nature of the anatomy course of the future remains a mystery. Will dissection remain the cornerstone? There are strong forces at work against this classic model of teaching, based primarily on time constraints and expense as well as the realization that the process may be traumatic for some students (24). Can anatomy be adequately taught with prosections alone? Can virtual reality play a role here (25)? Are there more time-efficient ways to give students a real three-dimensional

Acknowledgment

The authors would like to acknowledge Dr Andi Hunsaker (chest), Dr Donald DiSalvo (pelvis), Dr Peter Clarke (abdomen), and Dr Thomas Ptak (head and neck) for contributing images for development of the RadLabs and for conducting plenary sessions in 2002 and 2003. The support of the IT group at MyCourses, and in particular David Bozzi and Ron Rouse, was also essential to our work.

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