Effect of Anatomical Radiology Team‐based Learning on Student Ability to Recognize Imaging Findings Critical to Medical Practice
Authors: Williams Sarah , Pereira‐Reyes Xiomara Lizeth , Weidenhaft Mandy C. , Korndorffer Melanie L. 
Published: June 2021

Background

Past studies have shown incorporating radiology into gross anatomy courses improves student understanding of spatial relationships and confidence in radiological interpretations. As a method of teaching, the use of Team‐based Learning (TBL) has become popular to improve team interactions, retention of material and application of challenging concepts. However, incorporating clinically oriented radiology into TBL sessions during the first‐year medical gross and developmental anatomy course has not been studied. We hypothesize implementation of clinically oriented radiology TBL modules in the first‐year medical school anatomy course will be an effective method of teaching the higher order thought processes needed to identify critical imaging findings and will be well received by the learner.

Methods

Radiology content experts were queried regarding critical findings commonly encountered in various medical specialties. A total of five TBLs were developed incorporating these critical findings. All medical students participated in the TBLs, in groups of 6. Groups were proctored by teaching assistants who were trained by radiologists and surgeons. Four block tests were given over the course. The tests were composed of structure identification practical examinations and radiographic findings where the student used the findings to develop a diagnosis. The practical examination results were evaluated for correct answers for the test as a whole and on the radiologic answer subset. Whole test and radiologic subset results were compared using chi‐squared test with p<0.05 considered significant. At the conclusion of each block students were queried regarding their perceptions of the TBLs using a 6‐point Likert scale and standardized open‐ended questions. Answers to the questions underwent qualitative analysis and were coded based on common themes.

Results

Total number of subjects was 206. Comparison of group mean for the structural identification and the radiographic findings for each block test showed no difference. (Table 1). The data collected from the Likert responses identified 77.1% believed the TBL sessions were effective in helping learn and understand the radiographic material. Key themes that emerged from the open‐ended questions included: Value of peer‐to‐peer teaching, increased confidence in the ability to recognize imaging findings, and improved critical thinking competencies.

Conclusion

Teaching clinically‐oriented radiologic anatomy through TBL modules is an effective method of developing the thought processes needed to solve problems given to learners in the form of examination questions requiring the development of a diagnosis. Additionally, the TBL format increased student confidence in approaching radiological imaging, promoted peer to peer teaching, and increased student self‐reported critical thinking abilities.

Support or Funding Information

The study was in part funded by a mini grant received by MLK from the Office of Medical Education at Tulane University School of Medicine.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.