A combination of traditional learning and e-learning can be more effective on radiological interpretation skills in medical students: A pre- and post-intervention study Approaches to teaching and learning

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Abstract

BACKGROUND: The ability to interpret an X-Ray is a vital skill for graduating medical students which guides clinicians towards accurate diagnosis and treatment of the patient. However, research has suggested that radiological interpretation skills are less than satisfactory in not only medical students, but also in residents and consultants.<br /><br />METHODS: This study investigated the effectiveness of e-learning for the development of X-ray interpretation skills in pre-clinical medical students. Competencies in clinical X-Ray interpretation were assessed by comparison of pre- and post-intervention scores and one year follow up assessment, where the e-learning course was the 'intervention'.<br /><br />RESULTS: Our results demonstrate improved knowledge and skills in X-ray interpretation in students. Assessment of the post training students showed significantly higher scores than the scores of control group of students undertaking the same assessment at the same time.<br /><br />CONCLUSIONS: The development of the Internet and advances in multimedia technologies has paved the way for computer-assisted education. As more rural clinical schools are established the electronic delivery of radiology teaching through websites will become a necessity. The use of e-learning to deliver radiology tuition to medical students represents an exciting alternative and is an effective method of developing competency in radiological interpretation for medical students.

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APA

Salajegheh, A., Jahangiri, A., Dolan-Evans, E., & Pakneshan, S. (2016). A combination of traditional learning and e-learning can be more effective on radiological interpretation skills in medical students: A pre- and post-intervention study Approaches to teaching and learning. BMC Medical Education, 16(1). https://doi.org/10.1186/s12909-016-0569-5

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