Scientific poster example
UAB Medical Student Education in Radiology: A Retrospective Curriculum Evaluation Samuel Galgano, MD, Rachel Bass, MD, Jessica Zarzour, MD, Michelle McNamara MD University of Alabama at Birmingham, Department of Radiology
Background The UAB elective rotation in Diagnostic Radiology has been in existence for years, but little research has been performed to evaluate the effectiveness of the course and impact on medical student radiology education. Over time, several different aspects of the course curriculum have been altered. However, these have not been studied to evaluate if these have been beneficial to medical student learning. The course has been using a pre-test and post-test (Radiology ExamWeb, REW) designed by the Alliance of Medical Student Educators in Radiology (AMSER), providing the course instructors valuable subjective information about medical student learning during the course. Additionally, since 2014 lecture content was revised to focus on topics felt to be important for medical student radiology education (including AMSER’s “Don’t Miss Lesions” and ACR Appropriateness Criteria).1,2
Sample Course Content AMSER’s Don’t Miss Lesions Pneumothorax Pneumonia Pneumomediastinum Pneumoperitoneum Pleural effusion Pulmonary edema Aortic dissection
Aortic rupture Diaphragmatic rupture
Small bowel obstruction Cecal and sigmoid volvulus Distal large bowel obstruction Ascites Missed placed lines/tubes Child abuse Stroke Intracranial traumatic hemorrhage Increased intracranial pressure
Space occupying lesions
Results
Discussion
Overall Average REW Pre-Test and Post-Test Scores 100.0% 85.8% 80.0%
Cervical spine injury
61.8% 60.0%
Fracture with extension into joint Elbow joint effusion Shoulder dislocation
40.0%
20.0%
p < 0.001
Buckle fractures Scaphoid fracture Proximal femoral fracture
0.0% Pre-test
Post-test
Average Increase in REW Pre-Test to Post-Test Score 30.0%
28.2%
25.0%
Conclusion
21.2% 20.0% 15.0% 10.0%
Objectives 5.0%
• Evaluate effectiveness of the medical student education in radiology at UAB • Determine if potential benefit is isolated to those pursuing radiology or applicable to all students
p = 0.0014 0.0% Pre-2014
30.0%
Methods • Retrospective review of pre-test and post-test scores on the Radiology ExamWeb test complied from June 2011 to July 2016
20.0%
• Students missing pre-test or post-test scores were excluded • Statistical analysis of scores was performed utilizing an unpaired t test
Post-2014
Average Increase in REW Pre-Test to Post-Test Score
25.0%
• Overall results demonstrate significant improvement in medical student radiology knowledge following the course • Curriculum changes implemented in 2014 have resulted in a significant increase in improvement on post-test scores • Although students pursuing a career in radiology demonstrated higher pre-test and post-test average scores (not shown), pre-test to post-test improvement is similar for all students • Demonstrates value of course for all students, not just those interested in radiology
24.6% 20.6%
15.0%
• Medical students who enroll in the UAB radiology course demonstrate significant increases in their radiology knowledge • Although Radiology ExamWeb is only one measure of learning, it is one of few subjective metrics to gauge medical student learning • Curriculum changes in 2014 to focus more on AMSER and ACR guidelines have led to significant increases in pre-test to post-test improvement • Benefits of the course extend beyond those pursing a residency in radiology, with similar test score improvement among all students
References
10.0%
1. AMSER National Medical Student Curriculum. Accessed on aur.org on 8/18/2016.
5.0%
p = 0.179 0.0% Non-Radiology
Radiology
2. ACR Appropriateness Criteria for “Low Back Pain”. Accessed on acr.org on 9/3/3016.
Background The UAB elective rotation in Diagnostic Radiology has been in existence for years, but little research has been performed to evaluate the effectiveness of the course and impact on medical student radiology education. Over time, several different aspects of the course curriculum have been altered. However, these have not been studied to evaluate if these have been beneficial to medical student learning. The course has been using a pre-test and post-test (Radiology ExamWeb, REW) designed by the Alliance of Medical Student Educators in Radiology (AMSER), providing the course instructors valuable subjective information about medical student learning during the course. Additionally, since 2014 lecture content was revised to focus on topics felt to be important for medical student radiology education (including AMSER’s “Don’t Miss Lesions” and ACR Appropriateness Criteria).1,2
Sample Course Content AMSER’s Don’t Miss Lesions Pneumothorax Pneumonia Pneumomediastinum Pneumoperitoneum Pleural effusion Pulmonary edema Aortic dissection
Aortic rupture Diaphragmatic rupture
Small bowel obstruction Cecal and sigmoid volvulus Distal large bowel obstruction Ascites Missed placed lines/tubes Child abuse Stroke Intracranial traumatic hemorrhage Increased intracranial pressure
Space occupying lesions
Results
Discussion
Overall Average REW Pre-Test and Post-Test Scores 100.0% 85.8% 80.0%
Cervical spine injury
61.8% 60.0%
Fracture with extension into joint Elbow joint effusion Shoulder dislocation
40.0%
20.0%
p < 0.001
Buckle fractures Scaphoid fracture Proximal femoral fracture
0.0% Pre-test
Post-test
Average Increase in REW Pre-Test to Post-Test Score 30.0%
28.2%
25.0%
Conclusion
21.2% 20.0% 15.0% 10.0%
Objectives 5.0%
• Evaluate effectiveness of the medical student education in radiology at UAB • Determine if potential benefit is isolated to those pursuing radiology or applicable to all students
p = 0.0014 0.0% Pre-2014
30.0%
Methods • Retrospective review of pre-test and post-test scores on the Radiology ExamWeb test complied from June 2011 to July 2016
20.0%
• Students missing pre-test or post-test scores were excluded • Statistical analysis of scores was performed utilizing an unpaired t test
Post-2014
Average Increase in REW Pre-Test to Post-Test Score
25.0%
• Overall results demonstrate significant improvement in medical student radiology knowledge following the course • Curriculum changes implemented in 2014 have resulted in a significant increase in improvement on post-test scores • Although students pursuing a career in radiology demonstrated higher pre-test and post-test average scores (not shown), pre-test to post-test improvement is similar for all students • Demonstrates value of course for all students, not just those interested in radiology
24.6% 20.6%
15.0%
• Medical students who enroll in the UAB radiology course demonstrate significant increases in their radiology knowledge • Although Radiology ExamWeb is only one measure of learning, it is one of few subjective metrics to gauge medical student learning • Curriculum changes in 2014 to focus more on AMSER and ACR guidelines have led to significant increases in pre-test to post-test improvement • Benefits of the course extend beyond those pursing a residency in radiology, with similar test score improvement among all students
References
10.0%
1. AMSER National Medical Student Curriculum. Accessed on aur.org on 8/18/2016.
5.0%
p = 0.179 0.0% Non-Radiology
Radiology
2. ACR Appropriateness Criteria for “Low Back Pain”. Accessed on acr.org on 9/3/3016.
