gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

09.09. - 12.09.2020, Zürich, Schweiz

Making teaching in imaging courses interactive: learning needs in radiology

Meeting Abstract

  • Ilona Petsch - Westfälische Wilhelms-Universität Münster, Universitätsklinikum Münster, Institut für Klinische Radiologie, Münster, Deutschland
  • Aglaé Velasco González - Westfälische Wilhelms-Universität Münster, Universitätsklinikum Münster, Institut für Klinische Radiologie, Münster, Deutschland
  • Walter Heindel - Westfälische Wilhelms-Universität Münster, Universitätsklinikum Münster, Institut für Klinische Radiologie, Münster, Deutschland
  • Boris Buerke - Westfälische Wilhelms-Universität Münster, Universitätsklinikum Münster, Institut für Klinische Radiologie, Münster, Deutschland

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Zürich, 09.-12.09.2020. Düsseldorf: German Medical Science GMS Publishing House; 2020. DocV-065

doi: 10.3205/20gma103, urn:nbn:de:0183-20gma1038

Veröffentlicht: 18. November 2020

© 2020 Petsch et al.
Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). Lizenz-Angaben siehe http://creativecommons.org/licenses/by/4.0/.


Gliederung

Text

Objective: Integrating medical students learning needs in teaching imaging courses in radiology through interaction

Methods: An interactive teaching approach will allow radiologists to flexibly address student learning needs face to face as to balance educational expectations and individual interests [1] A modified pedagogical method can be adapted after the four ‘strategies of demand’ applied in adult education [1]. This approach will support integrating learning needs through interacting, while being efficient in clinical teaching for medical teachers and effective in learning for medical students. Radiology should apply interactive teaching also addressing what students demand to learn in clinical and interventional radiology besides primarily teaching what they ought to know. Hence this interactive approach can partially be useful when course specifics have not been decided on [1]. As to encourage learning in radiology, flexible and constructive discussions can be suitable [1].

Results: As part of an ongoing study the following initial results can be assumed: by interacting radiologists and students can negotiate learning needs in a need-oriented and student-oriented approach as to tailor teaching objectives to demand [1]; by interacting radiologists and students can rapidly bring across learning and teaching objectives besides a busy clinical routine with staff shortage, high workload and additional teaching time being limited; by cooperating with co-teachers of other imaging disciplines, radiologists can tailor clinical content to student learning needs, and avoid redundancies.

Discussion: Interacting in order for radiologists to teach interpreting and demonstrating basic clinical patterns in imaging and case reporting and to adjust complex clinical cases, could encourage medical students to learn about image interpreting and case reporting; interacting in class to negotiate learning and teaching objectives if feasible, could be time-efficient due to staff shortage, high workload, numerous case conferences and limited teaching time in clinical routine at teaching and university hospitals [2]; cooperating with co-teachers interfacing with radiology would add to tailor content to learning needs in understanding common indications and contraindications for diagnostic work-up, clinical and therapeutic decisions in clinical and interventional radiology and patient care, and to reach a consensus avoiding disproportionate redundancies [3].

Take home messages:

  • Interacting of radiologists and medical students to negotiate learning needs could encourage students to learn about image interpreting and case reporting in radiology.
  • Interacting in class to negotiate learning needs could be efficient and effective for clinical learning and teaching in imaging with limited teaching time due to staff shortage and high workload.
  • Cooperating with co-teachers would add to tailor teaching content to learning needs in radiology, and avoid redundancies in imaging courses.

References

1.
Arnold R, Nuissl E, Rohs M. Erwachsenenbildung: eine Einführung in die Grundlagen, Probleme und Perspektiven. Baltmannsweiler: Schneider Hohengehren; 2017. p.113-167, 169-177.
2.
Gunderman RB, Bedi HS. The two-minute teacher. Acad Radiol. 2013;20(12):1610-1612. DOI: 10.1016/j.acra.2013.04.021 Externer Link
3.
Webb EM, Naeger DM, Fulton TB, Straus CM. Learning objectives in radiology education: why you need them and how to write them. Acad Radiol. 2013;20(3):358-363. DOI: 10.1016/j.acra.2012.10.003 Externer Link