F S Chew1. 1. Department of Radiology, Wake Forest University School of Medicine, Winston-Salem, NC 27157-1088, USA.
Abstract
RATIONALE AND OBJECTIVES: Radiology residents often experience the case-based teaching conference as an inquisition, during which the moderator painfully extracts observations, conclusions, and facts from a discussant while other attendees passively observe. This experience is frequently disliked by all participants. The author hypothesized that such conferences could be improved by previewing cases and using answer sheets. MATERIALS AND METHODS: A bimonthly, 1-hour, case-based skeletal radiology teaching conference was modified so that residents previewed 20 single-image cases for 45 seconds each while completing answer sheets. Directed by a moderator, residents then took turns discussing their responses. Attendees completed evaluation forms. RESULTS: Five conferences were evaluated, and a total of 81 evaluation forms were received. The average response rate per conference was 90%. The evaluations indicated that the content was appropriate (96% [78 of 81 evaluations]), the format helped learning (98% [79 of 81]), the new format was preferred to the traditional format (98% [78 of 80]), and more such conferences were desired (99% [80 of 81]). Evaluations also suggested that the requirement to commit to a diagnosis was beneficial, greater participation and engagement were obtained from all attendees, and more cases were discussed. CONCLUSION: Modifying case-based radiology teaching conferences by having participants preview cases and use answer sheets has positive educational benefits and is well received.
RATIONALE AND OBJECTIVES: Radiology residents often experience the case-based teaching conference as an inquisition, during which the moderator painfully extracts observations, conclusions, and facts from a discussant while other attendees passively observe. This experience is frequently disliked by all participants. The author hypothesized that such conferences could be improved by previewing cases and using answer sheets. MATERIALS AND METHODS: A bimonthly, 1-hour, case-based skeletal radiology teaching conference was modified so that residents previewed 20 single-image cases for 45 seconds each while completing answer sheets. Directed by a moderator, residents then took turns discussing their responses. Attendees completed evaluation forms. RESULTS: Five conferences were evaluated, and a total of 81 evaluation forms were received. The average response rate per conference was 90%. The evaluations indicated that the content was appropriate (96% [78 of 81 evaluations]), the format helped learning (98% [79 of 81]), the new format was preferred to the traditional format (98% [78 of 80]), and more such conferences were desired (99% [80 of 81]). Evaluations also suggested that the requirement to commit to a diagnosis was beneficial, greater participation and engagement were obtained from all attendees, and more cases were discussed. CONCLUSION: Modifying case-based radiology teaching conferences by having participants preview cases and use answer sheets has positive educational benefits and is well received.