Invited Commentary: The Need for Interactive Radiology Education
2021; Radiological Society of North America; Volume: 41; Issue: 4 Linguagem: Inglês
10.1148/rg.2021200219
ISSN1527-1323
Autores Tópico(s)Innovations in Medical Education
ResumoHomeRadioGraphicsVol. 41, No. 4 PreviousNext EducationFree AccessInvited Commentary: The Need for Interactive Radiology EducationOmer A. Awan Omer A. Awan Author AffiliationsFrom the Department of Radiology, University of Maryland School of Medicine, 655 W Baltimore St, Baltimore, MD 21201.Address correspondence to the author (e-mail: [email protected]).Omer A. Awan Published Online:Jul 1 2021https://doi.org/10.1148/rg.2021200219MoreSectionsPDF ToolsImage ViewerAdd to favoritesCiteTrack CitationsPermissionsReprints ShareShare onFacebookTwitterLinked In See also the article by Fotos et al in this issue.The authors of “Purposeful Remote Radiology Education: Strategies and Recommendations” in this issue of RadioGraphics provide a robust overview of educational resources available for remote radiology education (1). This timely article is perhaps more relevant today than ever, given the unprecedented challenges the radiology community faces from the COVID-19 pandemic, which has forced educators to deliver education remotely owing to social distancing concerns. The authors stratify educational resources on the basis of synchronous and asynchronous learning technologies. Examples of synchronous models include didactic lectures, case conferences, and virtual readouts, while examples of asynchronous models include online learning modules, recorded lectures, and peer-reviewed articles.The authors posit that remote learning must be purposeful and examine the dichotomy between goal-oriented learning and technology-oriented learning. Although purposeful learning and technology-oriented learning can be seen as competing entities, perhaps examining them as synergistic forces could be appropriate. Specifically, using technology, such as that inherent in audience response to multiple-choice questions, can augment and amplify one’s educational plan if applied judiciously and can reinforce key concepts the educator wishes to emphasize to learners. If a learning objective of a lecture is for the learner to recognize the imaging findings of myositis at CT, then an image-rich multiple-choice question that leverages technology to show the CT findings of myositis could be used to reinforce the objective of the lecture. In other words, goal-oriented and technology-oriented learning can go hand in hand and can be used effectively simultaneously.One of the most poignant points raised by Fotos et al (1) revolves around the importance of interactive learning and engagement, which lead to effective education. Subramanian et al (2) have shown that interactive learning among medical students can lead to increased retention of clinically relevant information. This behooves us to recognize that the delivery of educational content during a lecture is just as important, if not more important, than the content itself. A small amount of educational content delivered in an engaging manner by the educator can lead to better understanding than a large volume of content that is delivered poorly, with respect to the learner. The purpose of interactivity in education is to decrease cognitive load so as not to overwhelm learners. By using interactive techniques such as quizzes, questions, and gaming, the educator seeks to develop critical and analytic skills in mastery of a concept through personal enjoyment in a learner, thereby decreasing cognitive load and potentially anxiety.Learning engagement tools should be maximized in both asynchronous and synchronous educational technologies, particularly in the modern era of remote learning we find ourselves in. Engaging learners becomes even more challenging without in-person instruction, as it can be difficult to discern without the help of facial cues whether students or trainees are understanding the concepts.Some suggestions for incorporating engagement or interactive tools in asynchronous models of learning, such as recorded lectures or online modules, include the use of multiple-choice questions to foster critical thinking skills. Students must take time to reflect and apply concepts to answer multiple-choice questions even during recorded lectures. Although an instructor is not physically present during a recorded lecture, multiple-choice questions will invariably lead to a higher level of learning concepts, with the hope that educational content is being synthesized and applied by the learner. In addition, placing QR (quick response) codes in recorded lectures will allow learners to access online materials through their cell phone camera. This engagement tool can inspire learners to read more about a topic that they feel uncomfortable with or have not quite mastered.Interactive teaching tools can also be leveraged remotely during synchronous teaching paradigms, such as during live Zoom (Zoom Video Communications) conferences. Fotos et al (1) describe a specific technique called think-pair-share, whereby learners attending a Zoom session join separate breakout rooms and discuss a topic, subsequently coming back together to the larger class to share their thoughts (1,3). This specific technique could work perfectly as a flipped classroom technique, whereby different trainees stratified by level of training are given stacks of cases pertinent to their level of training before the lecture, discuss the cases in small groups in breakout rooms via Zoom during the lecture, and then report their findings to the entire lecture audience afterward. In these ways, engagement and interaction can stay alive and well in the era of remote learning for all types of educational pedagogy.Fotos et al (1) have given us a blueprint for and comprehensive review of various remote learning strategies that can be implemented according to our needs. Adopting and implementing interactive teaching techniques are arguably more important in the era of remote learning, given the challenges associated with assessing whether our students are actually understanding, synthesizing, and applying educational concepts in real time. It remains up to us to decide whether we want to use these techniques to inspire a future generation of learners and enhance their education.Disclosures of Conflicts of Interest.— O.A.A. Activities related to the present article: editorial board member of RadioGraphics. Activities not related to the present article: disclosed no relevant relationships. Other activities: disclosed no relevant relationships.References1. Fotos JS, Beatty-Chadha J, Goldenberg M. Purposeful remote radiology education: strategies and recommendations. RadioGraphics 2021;41(4):E109–E116. Link, Google Scholar2. Subramanian A, Timberlake M, Mittakanti H, Lara M, Brandt ML. Novel educational approach for medical students: improved retention rates using interactive medical software compared with traditional lecture-based format. J Surg Educ 2012;69(4):449–452. Crossref, Medline, Google Scholar3. Linsenmeyer M. Brief activities: questioning, brainstorming, think-pair-share, jigsaw, and clinical case discussions. In: Fornari A, Poznanski A, eds. How-to-Guide for Active Learning. Huntington, WV: International Association of Medical Science Educators, 2015; 37–57. Google ScholarArticle HistoryReceived: Dec 8 2020Accepted: Dec 14 2020Published online: July 01 2021Published in print: July 2021 FiguresReferencesRelatedDetailsAccompanying This ArticlePurposeful Remote Radiology Education: Strategies and Recommendations01 Jul 2021RadioGraphicsRecommended Articles Adapting Scientific Conferences to the Realities Imposed by COVID-19Radiology: Imaging Cancer2020Volume: 2Issue: 4Web-Based Video ConferencesRadioGraphics2020Volume: 40Issue: 5pp. 1309-1317Addressing Needs of Women Radiologists: Opportunities for Practice Leaders to Facilitate ChangeRadioGraphics2018Volume: 38Issue: 6pp. 1626-1637Implementing Virtual and Augmented Reality Tools for Radiology Education and Training, Communication, and Clinical CareRadiology2019Volume: 291Issue: 3pp. 570-580Realizing Improvement through Team Empowerment (RITE): A Team-based, Project-based Multidisciplinary Improvement ProgramRadioGraphics2016Volume: 36Issue: 7pp. 2170-2183See More RSNA Education Exhibits Update on Inflammatory Myositis: What a Radiologist Needs to KnowDigital Posters2020Myositis Ossificans: Multimodality Imaging Keys for the General RadiologistDigital Posters2019Pandemic Preparedness: Streamlining the Breast Imaging Patient Care and Teaching Experience During COVID-19Digital Posters2020 RSNA Case Collection Medial Temporal Lobe EncephaloceleRSNA Case Collection2021Torsed Meckel's DiverticulumRSNA Case Collection2022Orbital blowout fractureRSNA Case Collection2020 Vol. 41, No. 4 Metrics Altmetric Score PDF download
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