Bertrand Mathon1,2,3, Lydia Chougar4,5,6, Alexandre Carpentier7,4,5, Aymeric Amelot7,4. 1. Department of Neurosurgery, AP-HP, La Pitié-Salpêtrière - Charles Foix University Hospital, F-75013, Paris, France. bertrand.mathon@aphp.fr. 2. Sorbonne University, F-75005, Paris, France. bertrand.mathon@aphp.fr. 3. Paris Brain Institute (ICM; INSERM, UMRS 1127; CNRS, UMR 7225), Paris, France. bertrand.mathon@aphp.fr. 4. Sorbonne University, F-75005, Paris, France. 5. Paris Brain Institute (ICM; INSERM, UMRS 1127; CNRS, UMR 7225), Paris, France. 6. Department of Neuroradiology, AP-HP, La Pitié-Salpêtrière - Charles Foix University Hospital, F-75013, Paris, France. 7. Department of Neurosurgery, AP-HP, La Pitié-Salpêtrière - Charles Foix University Hospital, F-75013, Paris, France.
Abstract
OBJECTIVES: Brain imaging is particularly difficult to learn and to teach. This study aimed to evaluate the performance of teaching brain imaging through drawing method in medical faculty students. METHODS: We conducted a prospective, interventional, randomized, single-blind study in third-year voluntary medical students between December 2016 and June 2019. Eighty medical students received a theoretical training on brain imaging interpretation and were subsequently randomized into two groups ("teaching through drawing" and "standard teaching"). An initial evaluation was carried out to assess the students' basic level. Three teaching and training sessions were spread over 2 months in each group. One month after the third teaching session, students were evaluated by an examiner who was blind to the student's group. The same comprehensive evaluation grid has been used for the initial and final students' evaluations to give an objective score out of 20 points. Students' scores were compared between groups using the t test and effect sizes were measured using Cohen's d. RESULTS:Students' mean age was 21.1 years old. In total, 61.3% were female. Regarding initial evaluation, scores did not differ significantly between both groups (10.1 ± 2.0 versus 9.9 ± 1.9, p = 0.65), thus confirming the homogeneity of the students' basic level. The scores obtained from the final evaluation were significantly higher for the "teaching through drawing" students than for the "standard teaching" students (14.7 ± 2.7 vs 13.2 ± 2.0, p = 0.009, Cohen's d = 0.62). CONCLUSIONS: This study provides class II evidence that the method of drawing alone can improve brain imaging comprehension and analysis in medical faculty students. KEY POINTS: • The method of drawing can improve brain imaging analysis in medical faculty students. • A large majority of students were satisfied by the method of brain imaging teaching through drawing.
RCT Entities:
OBJECTIVES: Brain imaging is particularly difficult to learn and to teach. This study aimed to evaluate the performance of teaching brain imaging through drawing method in medical faculty students. METHODS: We conducted a prospective, interventional, randomized, single-blind study in third-year voluntary medical students between December 2016 and June 2019. Eighty medical students received a theoretical training on brain imaging interpretation and were subsequently randomized into two groups ("teaching through drawing" and "standard teaching"). An initial evaluation was carried out to assess the students' basic level. Three teaching and training sessions were spread over 2 months in each group. One month after the third teaching session, students were evaluated by an examiner who was blind to the student's group. The same comprehensive evaluation grid has been used for the initial and final students' evaluations to give an objective score out of 20 points. Students' scores were compared between groups using the t test and effect sizes were measured using Cohen's d. RESULTS: Students' mean age was 21.1 years old. In total, 61.3% were female. Regarding initial evaluation, scores did not differ significantly between both groups (10.1 ± 2.0 versus 9.9 ± 1.9, p = 0.65), thus confirming the homogeneity of the students' basic level. The scores obtained from the final evaluation were significantly higher for the "teaching through drawing" students than for the "standard teaching" students (14.7 ± 2.7 vs 13.2 ± 2.0, p = 0.009, Cohen's d = 0.62). CONCLUSIONS: This study provides class II evidence that the method of drawing alone can improve brain imaging comprehension and analysis in medical faculty students. KEY POINTS: • The method of drawing can improve brain imaging analysis in medical faculty students. • A large majority of students were satisfied by the method of brain imaging teaching through drawing.
Authors: J E W Zajaczek; F Götz; T Kupka; M Behrends; B Haubitz; F Donnerstag; T Rodt; G F Walter; H K Matthies; H Becker Journal: Neuroradiology Date: 2006-07-04 Impact factor: 2.804
Authors: Anne Thushara Matthias; Poorna Nagasingha; Priyanga Ranasinghe; Saman B Gunatilake Journal: BMC Med Educ Date: 2013-12-09 Impact factor: 2.463