Radiologic educationBlended learning in medical education: Use of an integrated approach with web-based small group modules and didactic instruction for teaching radiologic anatomy1
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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The initial development of the website described in this article was partially supported by a grant from the Harvard University Provost Office IT Innovation Fund.