Shlomo Minkowitz1, Kristen Leeman1, Ashley E Giambrone2, Jennifer F Kherani3, Lily M Belfi1, Roger J Bartolotta1. 1. Department of Radiology New York-Presbyterian Hospital-Weill Cornell Medicine Brooklyn NY. 2. Department of Biostatistics and Epidemiology Weill Cornell Medicine Brooklyn NY. 3. Department of Emergency Medicine New York-Presbyterian Hospital-Weill Cornell Medicine Brooklyn NY.
Abstract
OBJECTIVES: There is an overall paucity of literature on the radiologic education of emergency medicine (EM) clinicians. Given the fact that many EM clinicians preliminarily review images for their patients, we hypothesized that a brief imaging curriculum could be efficacious in teaching basic and relevant radiologic interpretation. METHODS: We designed a 4-hour "radiology boot camp" for a group of 20 EM residents (from all years of training) covering several subject specific e-learning modules. They completed precourse and postcourse quizzes to evaluate the efficacy of these modules. These modules included interactive PowerPoint-based tutorials, games, and imaging decision support simulators. Matched results from the pre- and posttests were analyzed using paired t test. An additional questionnaire was administered to the EM residents to evaluate their perception of the educational experience. RESULTS: The precourse and postcourse quizzes demonstrated a statistically significant level of improved knowledge due to the educational modules (p < 0.0001). In addition, all of the participants believed the modules were a useful learning experience (100%) and a vast majority described them as a valuable resource for future reference (95%). CONCLUSION: We demonstrate a model for providing an easy and effective means of educating EM residents on basic imaging interpretation and utilization, using e-learning modules.
OBJECTIVES: There is an overall paucity of literature on the radiologic education of emergency medicine (EM) clinicians. Given the fact that many EM clinicians preliminarily review images for their patients, we hypothesized that a brief imaging curriculum could be efficacious in teaching basic and relevant radiologic interpretation. METHODS: We designed a 4-hour "radiology boot camp" for a group of 20 EM residents (from all years of training) covering several subject specific e-learning modules. They completed precourse and postcourse quizzes to evaluate the efficacy of these modules. These modules included interactive PowerPoint-based tutorials, games, and imaging decision support simulators. Matched results from the pre- and posttests were analyzed using paired t test. An additional questionnaire was administered to the EM residents to evaluate their perception of the educational experience. RESULTS: The precourse and postcourse quizzes demonstrated a statistically significant level of improved knowledge due to the educational modules (p < 0.0001). In addition, all of the participants believed the modules were a useful learning experience (100%) and a vast majority described them as a valuable resource for future reference (95%). CONCLUSION: We demonstrate a model for providing an easy and effective means of educating EM residents on basic imaging interpretation and utilization, using e-learning modules.
Authors: Thomas D Kirsch; Yu-Hsiang Hsieh; Lasantha Horana; Stephen G Holtzclaw; Michael Silverman; Arjun Chanmugam Journal: J Emerg Med Date: 2010-10-15 Impact factor: 1.484
Authors: Shlomo Minkowitz; Kristen Leeman; Ashley E Giambrone; Jennifer F Kherani; Lily M Belfi; Roger J Bartolotta Journal: AEM Educ Train Date: 2017-01-19
Authors: Shlomo Minkowitz; Kristen Leeman; Ashley E Giambrone; Jennifer F Kherani; Lily M Belfi; Roger J Bartolotta Journal: AEM Educ Train Date: 2017-01-19