Cost-Effective Teaching of Radiology with Preclinical Anatomy

Autor/inn/en	Wilson, James S.; Alvarez, Jacqueline; Davis, Bonnie C.; Duerinckx, Andre J.
Titel	Cost-Effective Teaching of Radiology with Preclinical Anatomy
Quelle	In: Anatomical Sciences Education, 11 (2018) 2, S.196-206 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, James S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1710
Schlagwörter	Anatomy; Medical Education; Physicians; Radiology; Teaching Methods; Computer Software; Educational Technology; Technology Uses in Education; Thinking Skills; Critical Thinking; Professional Personnel; Cooperation; Laboratory Procedures; Tests; Group Discussion; Case Studies; Cost Effectiveness; District of Columbia + Suchen Sie Ihr Suchwort? Anatomie; Medizinische Ausbildung; Physician; Doctor; Arzt; Radiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Denkfähigkeit; Kritisches Denken; Personalbestand; Co-operation; Kooperation; Laboruntersuchung; Examination; Prüfung; Examen; Gruppendiskussion; Case study; Fallstudie; Case Study; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken
Abstract	Graduating physicians in all subspecialties have an increased need for competency in radiology, particularly since the use of diagnostic imaging continues to grow. To integrate the teaching of radiology with anatomy during the first year of medical school at Howard University, a novel approach was developed to overcome the limitations of resources including funding, faculty, and curricular time. The resulting program relies on self-study and peer-to-peer interactions to develop proficiency at manipulating free versions of medical image viewer software (using the DICOM standard), identifying normal anatomy in medical images, and applying critical thinking skills to understand common clinical conditions. An effective collaborative relationship between a radiologist and anatomist was necessary to develop and implement the program of anatomic--radiographic instruction which consists of five tiers: (1) initial exposure to anatomy through dissection which provides a foundation of knowledge; (2) study of annotated radiographs from atlases; (3) a radiology quiz open to group discussions; (4) small group study of clinical cases with diagnostic images; and (5) radiographic tests. Students took all quizzes and tests by working from image datasets preloaded on their personal computers, mimicking the approach by which radiologists analyze medical images. In addition to stimulating student support of a new teaching initiative, the strengths of Howard's program are that it can be introduced into an existing preclinical curriculum in almost any medical school with minimal disruption, it requires few additional resources to implement and run, and its design is consistent with the principles of modern education theory. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01