A novel Australian online radiology teaching program for medical students

ABSTRACT

Purpose: To evaluate the effectiveness, uptake and improved learning of medical students following the introduction of a novel online radiology teaching program integrated within a medical student curriculum. Background(s) Traditional medical student teaching usually consists of system (anatomy, physiology, etc) or problem-based learning1, meaning that specific radiology teaching can be not focussed on as much as other specialties. This is supported by the literature that suggests that the lack of focus on radiology teaching in medical schools2 has often led to new medical graduates feeling ill-prepared for clinical practice3 when interpretation of medical images is required. The authors of this paper in collaboration with an Australian-based radiology education provider, DetectedX, have attempted to address this by creating an online, personalized chest Xray interpretation tool for medical students. Chest X-rays were prioritised in this project since they are the most ordered radiographic scan, have widespread relevancy across many specialties, and evidently there is an expectation that most graduating students should be able to interpret them4. Method(s) Pre-clinical medical students at a single tertiary institution were given several online modules that provided teaching on developing an approach to chest X-rays and recognising common pathology. Students were given access to these and were able to access these multiple times "on-demand" to create a personalized and selfdirected approach to their learning. Assessments on knowledge and surveys on the student's perception were performed prior to and at the conclusion of the module. Finding(s) Preliminary findings amongst medical students have found several benefits. Overall students have indicated that an online teaching program with set learning objectives, provided a more effective way to learn when compared to previous models. Additionally, the self-directed pace, as well as the ability to return to modules to revise topics further improved retention of, and reinforced interpretation principles. Preliminary survey findings report an increased willingness from students to use this online tool and increased receptiveness to further online, self-directed teaching modules. Students also reported better understanding when pathology was demonstrated within a clinical context reflecting alignment with other teaching that is problem-based. Conclusion(s) Traditional teaching often requires the student's physical presence at a scheduled location and time;however, the impact of Covid-19 has urged deliverers of medical education to consider effective online approaches. Our experience shows medical student willingness for further radiology teaching, and the use of an online, self-paced tool, demonstrates improved learning of concepts and retention of knowledge.