Anmerkung
Teile der Arbeit entstanden im Rahmen einer Projektarbeit von Stefan Wirth im Rahmen
seines Studiums zum Master of Medical Education.
Abstract
Purpose Based on evaluation and examination results of students, a necessity for improvement
of so far purely instructor-based radiological teaching at the local institution was
determined. Aim of our study was to use one out of eight seminars to exemplify adaptation
of the teaching concept according to learning theory knowledge, to determine the resulting
effects and to interpret them.
Materials and methods The institutional review board approved the prospective study of the seminar conversion,
which was performed after the end of the winter semester 2015/2016. Didactically,
this included a course split into online preparation, attendance phase and online
follow-up with integration of interactive scaffolding, practice-oriented clinical
teaching according to Stanford, Peyton skills transfer and extensive feedback into
the attendance phase. At the beginning and at the end of each course, each student
filled in identical, standardized questionnaires (n = 256 before and after conversion)
using a 5-point Likert scale (1: very good; to 5: deficient) and additionally answered
two randomly chosen written examination questions from a content-adapted questionnaire
pool of the last five years. For statistical evaluation, the Mann-Whitney U-Test was
used for evaluation data and Fisher's Exact test for exam questions.
Results Before/after conversion, the subjective total evaluation score of students was 3.22
(mean value) ± 1.51 (standard deviation) / 1.66 ± 0.78 (p < 0.001) and the objective
proportion of correctly answered examination questions in the respective cohort at
the beginning of the seminar 37.7/53.9 % and at the end of the seminar 55.1/84.6 %
(p < 0.001).
Conclusion The conversion of the test seminar resulted in both a better evaluation of the teaching
unit by the students (evaluation) and a considerably higher rate of correctly answered
examination questions from past state examinations (learning success). This supports
transferring the concept to comparable teaching units.
Key points
-
Radiological teaching allows integration of current learning theory concepts with
reasonable effort.
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In a test seminar this improved the evaluation results of the teaching unit by the
students.
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In addition, this also led to a higher rate of correctly answered examination questions
from past state examinations.
-
This supports further steps towards excellent radiological teaching.
Citation Format
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Wirth S, William Y, Paolini M et al. Improvement of Radiological Teaching – Effects
of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge.
Fortschr Röntgenstr 2018; 190: 161 – 174
Key words
radiological and medical education - curricular improvement - emergency radiography
of the chest
