In EDS ansehen

Effectiveness of the clinical decision support tool ESR eGUIDE for teaching medical students the appropriate selection of imaging tests: randomized cross-over evaluation

Gespeichert in:
Bibliographische Detailangaben
Titel: Effectiveness of the clinical decision support tool ESR eGUIDE for teaching medical students the appropriate selection of imaging tests: randomized cross-over evaluation
Autoren: Torsten Diekhoff, Franz Kainberger, Laura Oleaga, Marc Dewey, Elke Zimmermann
Quelle: Eur Radiol
Verlagsinformationen: Springer Science and Business Media LLC, 2020.
Publikationsjahr: 2020
Schlagwörter: Diagnostic Imaging, Cross-Over Studies, Students, Medical, Teaching, 4. Education, Clinical decision support systems, Random allocation, Education, Medical, Undergraduate/methods [MeSH], Europe [MeSH], Radiology/education [MeSH], Radiography [MeSH], Decision Support Systems, Clinical [MeSH], Students, Medical [MeSH], Humans [MeSH], Teaching [MeSH], Learning [MeSH], User-Computer Interface [MeSH], Cross-Over Studies [MeSH], Diagnostic Imaging [MeSH], Learning, Medical students, Radiological Education, Diagnostic imaging, Educational Measurement/methods [MeSH], Decision Support Systems, Clinical, 3. Good health, Europe, Radiography, User-Computer Interface, 03 medical and health sciences, 0302 clinical medicine, Humans, Educational Measurement, Radiology, 600 Technik, Medizin, angewandte Wissenschaften::610 Medizin und Gesundheit::610 Medizin und Gesundheit, Education, Medical, Undergraduate
Beschreibung: Objectives To evaluate ESR eGUIDE—the European Society of Radiology (ESR) e-Learning tool for appropriate use of diagnostic imaging modalities—for learning purposes in different clinical scenarios. Methods This anonymized evaluation was performed after approval of ESR Education on Demand leadership. Forty clinical scenarios were developed in which at least one imaging modality was clinically most appropriate, and the scenarios were divided into sets 1 and 2. These sets were provided to medical students randomly assigned to group A or B to select the most appropriate imaging test for each scenario. Statistical comparisons were made within and across groups. Results Overall, 40 medical students participated, and 31 medical students (78%) answered both sets. The number of correctly chosen imaging methods per set in these 31 paired samples was significantly higher when answered with versus without use of ESR eGUIDE (13.7 ± 2.6 questions vs. 12.1 ± 3.2, p = 0.012). Among the students in group A, who first answered set 1 without ESR eGUIDE (11.1 ± 3.2), there was significant improvement when set 2 was answered with ESR eGUIDE (14.3 ± 2.5, p = 0.013). The number of correct answers in group B did not drop when set 2 was answered without ESR eGUIDE (12.4 ± 2.6) after having answered set 1 first with ESR eGUIDE (13.0 ± 2.7, p = 0.66). Conclusion The clinical decision support tool ESR eGUIDE is suitable for training medical students in choosing the best radiological imaging modality in typical scenarios, and its use in teaching radiology can thus be recommended. Key Points • ESR eGUIDE improved the number of appropriately selected imaging modalities among medical students. • This improvement was also seen in the group of students which first selected imaging tests without ESR eGUIDE. • In the student group which used ESR eGUIDE first, appropriate selection remained stable even without the teaching tool.
Publikationsart: Article
Other literature type
Sprache: English
ISSN: 1432-1084
0938-7994
DOI: 10.1007/s00330-020-06942-2
DOI: 10.17169/refubium-35778
Zugangs-URL: https://link.springer.com/content/pdf/10.1007/s00330-020-06942-2.pdf
https://pubmed.ncbi.nlm.nih.gov/32435929
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7476994
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7476994
https://pubmed.ncbi.nlm.nih.gov/32435929/
https://www.scilit.net/article/54f2d4c922eacbea4c9d251fe1dcacbb
https://link.springer.com/content/pdf/10.1007/s00330-020-06942-2.pdf
https://link.springer.com/article/10.1007/s00330-020-06942-2
https://repository.publisso.de/resource/frl:6469264
Rights: CC BY
Dokumentencode: edsair.doi.dedup.....536c7ec925caaf077c6f186f774d63cb
Datenbank: OpenAIRE
Beschreibung
Abstract:Objectives To evaluate ESR eGUIDE—the European Society of Radiology (ESR) e-Learning tool for appropriate use of diagnostic imaging modalities—for learning purposes in different clinical scenarios. Methods This anonymized evaluation was performed after approval of ESR Education on Demand leadership. Forty clinical scenarios were developed in which at least one imaging modality was clinically most appropriate, and the scenarios were divided into sets 1 and 2. These sets were provided to medical students randomly assigned to group A or B to select the most appropriate imaging test for each scenario. Statistical comparisons were made within and across groups. Results Overall, 40 medical students participated, and 31 medical students (78%) answered both sets. The number of correctly chosen imaging methods per set in these 31 paired samples was significantly higher when answered with versus without use of ESR eGUIDE (13.7 ± 2.6 questions vs. 12.1 ± 3.2, p = 0.012). Among the students in group A, who first answered set 1 without ESR eGUIDE (11.1 ± 3.2), there was significant improvement when set 2 was answered with ESR eGUIDE (14.3 ± 2.5, p = 0.013). The number of correct answers in group B did not drop when set 2 was answered without ESR eGUIDE (12.4 ± 2.6) after having answered set 1 first with ESR eGUIDE (13.0 ± 2.7, p = 0.66). Conclusion The clinical decision support tool ESR eGUIDE is suitable for training medical students in choosing the best radiological imaging modality in typical scenarios, and its use in teaching radiology can thus be recommended. Key Points • ESR eGUIDE improved the number of appropriately selected imaging modalities among medical students. • This improvement was also seen in the group of students which first selected imaging tests without ESR eGUIDE. • In the student group which used ESR eGUIDE first, appropriate selection remained stable even without the teaching tool.
ISSN:14321084
09387994
DOI:10.1007/s00330-020-06942-2