Dataset Information

Structured work-based learning in undergraduate clinical radiology immersion experience.

ABSTRACT:

Background

Practical courses in undergraduate medical training often lack a didactic concept. Active participation and learning success largely depend on chance. This study was initiated to evaluate a novel concept of structured work-based learning (WBL) in the course of students' half-day radiology immersion experience (IE).

Methods

This prospective, single-centre cohort study included 228 third-year students of the 2019 summer semester who underwent the obligatory radiology IE at a university hospital. The course was based on a novel structured WBL concept that applied established didactic concepts including blended learning, the FAIR principles of feedback, activity, individualization, and relevance, and Peyton's four-step approach. Outcomes of equal weight were student and supervisor satisfaction with the clinical radiology IE assessed by paper-based- and online survey, respectively. Secondary outcome was achievement of intended learning outcomes assessed by means of mini clinical evaluation exercises and personal interviews.

Results

Satisfaction with structured WBL was high in 99.0% of students. Students' expectations were exceeded, and they felt taken seriously at the professional level. Dissatisfaction was reasoned with quality of learning videos (0.6%), little support by supervisors (0.5%), or inadequate feedback (0.6%). Supervising resident physicians rated achievement of intended learning outcomes regarding cognitive and psychomotor competences as excellent for all students. Personal interviews revealed achievement of affective competence in some students. Twelve of 16 (75.0%) supervising physicians were satisfied with focussing on intended learning outcomes and student preparation for IE. Two of 15 (13.3%) supervisors were unsatisfied with time spent, and 4 of 16 (25%) with the approach of assessment.

Conclusions

This study demonstrated that both students and supervisors were satisfied with the novel concept of structured WBL within the scope of clinical radiology IE. Achievement of intended learning outcomes was promising.

SUBMITTER: Teichgraber U

PROVIDER: S-EPMC7972199 | biostudies-literature | 2021 Mar

REPOSITORIES: biostudies-literature

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Publications

Structured work-based learning in undergraduate clinical radiology immersion experience.

Teichgräber Ulf U Ingwersen Maja M Bürckenmeyer Florian F Malouhi Amer A Arndt Clemens C Herzog Aimée A Franiel Tobias T Mentzel Hans-Joachim HJ Aschenbach René R

BMC medical education 20210317 1

<h4>Background</h4>Practical courses in undergraduate medical training often lack a didactic concept. Active participation and learning success largely depend on chance. This study was initiated to evaluate a novel concept of structured work-based learning (WBL) in the course of students' half-day radiology immersion experience (IE).<h4>Methods</h4>This prospective, single-centre cohort study included 228 third-year students of the 2019 summer semester who underwent the obligatory radiology IE a ...[more]

PMID: 33731088

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Dataset Information

Structured work-based learning in undergraduate clinical radiology immersion experience.

Background

Methods

Results

Conclusions

Publications

Structured work-based learning in undergraduate clinical radiology immersion experience.

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