Hintergrund Digitale Inhalte im Internet sind zu einer wichtigen Lernressource fur Studierende geworden. E-Learning kann einen wichtigen Beitrag leisten bei der Unterstutzung von Lernprozessen. Gleichzeitig konnen Lehrangebote im Internet eine grosere Zielgruppe erreichen als klassische Lehrformate. Methoden Als Erganzung des Lehrangebots der chirurgischen Universitatsklinik Wurzburg wurde eine frei zugangliche E-Learning-Plattform etabliert, die den gesamten Themenbereich der Allgemein- und Viszeralchirurgie abbildet und die Themen multimedial aufbereitet interaktiv prasentiert. Ergebnisse Im Zeitraum von Februar 2010 bis April 2018 wurden auf den verschiedenen Seiten des E-Learnings kumulativ 1 444 806 Seitenaufrufe verzeichnet von insgesamt 350 212 Nutzern. 24,04% der Nutzer griffen mit mobilen Endgeraten oder Tablets auf die Seiten zu. Schlussfolgerung Mithilfe frei verfugbarer Open-Source-Software ist es moglich, ein modernes E-Learning-Angebot zu realisieren. Der Verzicht auf proprietare Standards, die Berucksichtigung der Plattformunabhangigkeit sowie der Verzicht auf jegliche Zugangsbeschrankung helfen, die Reichweite des Angebots weit uber die eigene Fakultat hinaus zu erhohen. Bei zukunftigen Weiterentwicklungen wird die starkere Personalisierung des Angebots zu berucksichtigen sein, auch um Effekte auf den Lernerfolg besser bewerten zu konnen.

Multimediales E-Learning in der Chirurgie, 10 Jahre Erfahrung an der Universität Würzburg

Purpose:To construct, apply, and evaluate a multidisciplinary approach in teaching radiology to Canadian medical students.Methods:A multidisciplinary team of radiology and other disciplines experts...

https://journals.sagepub.com/doi/pdf/10.1177/08465371211043562

Teaching Radiology to Medical Students in Canada; a Virtual, Integrative, Clinical Approach.

<h2>Abstract</h2><h3>Purpose</h3> The purpose was to create and analyze a competency-based model of educating medical students in a radiology clerkship that can be used to guide curricular reform. <h3>Methods</h3> During the 2019 to 2020 academic year, 326 fourth-year medical students were enrolled in a 2-week required clerkship. An online testing platform, ExamSoft (Dallas, Texas), was used to test pre- and postinstruction knowledge on "must see" diagnoses, as outlined in the National Medical Student Curriculum in Radiology. Assessment analysis was used to compare the frequency with which the correct diagnosis was identified on the pretest to that on the posttest. At the end of the academic year, in addition to statistical analysis, categorical analysis was used to classify the degree of this change to uncover topics that students found most challenging. <h3>Results</h3> For 23 of the 27 topics (85%), there was a significant improvement in diagnostic accuracy after instruction in the test curriculum. Categorical analysis further demonstrated that the clerkship had a high impact in teaching 13 of the 27 topics (48%), had a lower impact for 6 topics (22%), and identified the remaining 8 topics (30%) as gaps in teaching and learning. <h3>Conclusions</h3> For medical students, our instructional program significantly increased competency for most critical radiologic diagnoses. Categorical analysis adds value beyond statistical analysis and allows dynamic tailoring of teaching to address gaps in student learning. 

Development of a Competency-Based Radiology Clerkship Using Categorical and Statistical Analysis of Assessment.

Abdominal computerised tomography (CT) scans are a crucial tool in the diagnosis and management of the acute abdomen. Currently, medical students are not widely and extensively trained in the inter...

Twelve tips for interpreting abdominal CT scans

Introduction. Currently, no national standard exists for educatingmedical students regarding radiography or formal research indicatingthe level of improvement regarding computed tomography(CT) interpretation of medical students during clinical rotations.
Methods. Students were evaluated based on their response totwenty-two open-ended questions regarding diagnosis and treatmentof eleven de-identified CT images of life-threatening injuries.The number of incorrect answers was compared withcorrect or partially correct answers between students startingthird-year clinical rotations and those starting their fourth year.
Results. Survey results were collected from 65 of 65 (100%) beginningthird-year students and 9 of 60 (15%) beginning fourthyearstudents. Students in their fourth-year had less incorrectanswers compared to third-year students, with five questionsreflecting a statistically significant reduction in incorrect responses.The image with the least incorrect for both groups wasepidural hemorrhage, 33.9% and 18.5% incorrect for third-yearstudents for diagnosis and treatment, respectively, and 11.1%and 0% incorrect for fourth-year students. Outside of this image,the range of incorrect answers for third-year students was75.4% to 100% and 44.4% to 100% for fourth-year students.
Conclusion. Baseline CT knowledge of medical students,regardless of clinical experience, indicated a strong deficit,as more students were incorrect than correct for themajority of CT images. KS J Med 2017;10(3):55-58.

/pdf/comparisons-of-medical-student-knowledge-regarding-life-4dy7afveqh.pdf

Comparisons of Medical Student Knowledge Regarding Life-Threatening CT Images Before and After Clinical Experience.

Introduction. Exposure to radiologic images during clinical rotationsmay improve students’ skill levels. This study aimed to quantifythe improvement in radiographic interpretation of life-threateningtraumatic injuries gained during third year clinical clerkships (MS-3).
Methods. We used a paired-sample prospective study design tocompare students’ accuracy in reading computed tomography (CT)images at the beginning of their third year clerkships (Phase I) andagain after completion of all of their third year clerkships (Phase II).Students were shown life-threatening injuries that included head,chest, abdomen, and pelvic injuries. Overall scores for Phase II werecompared with Phase I, as well as sub-scores for each anatomicalregion: head, chest, abdomen, and pelvis.
Results. Only scores from students participating in both Phase Iand Phase II (N = 57) were used in the analysis. After completingtheir MS3 clerkship, students scored significantly better overall andin every anatomical region. Phase I and Phase II overall mean scoreswere 1.2 ± 1.1 vs. 4.6 ± 1.8 (p < 0.001). Students improved the mostwith respect to injuries of the head and chest and the area of leastimprovement was in interpreting CT scans of the abdomen. Althoughimprovements in reading radiographic images were noted after theclerkship year, students accurately diagnosed only 46% of life-threateningimages on CT scan in the trauma setting.
Conclusions. These results indicated that enhanced education isneeded for medical students to interpret CT scans.Kans J Med 2018;11(4):91-94.

/pdf/assessing-medical-student-s-ability-to-interpret-traumatic-3igyblo7da.pdf

Brady Werth

Papers

Comparisons of Medical Student Knowledge Regarding Life-Threatening CT Images Before and After Clinical Experience.

Assessing Medical Student's Ability to Interpret Traumatic Injuries on Computed Tomography Before and After the Third Year Clerkships.