School of Medicine and Health Sciences Poster Presentations
Development and Evaluation of a Web-based Chest and Abdominal Radiology Game for Fourth Year Medical Students
Poster Number
210
Document Type
Poster
Publication Date
3-2016
Abstract
Background:
The educational potential of non-traditional computer-assisted models to enhance knowledge acquisition and retention, has been recognized across many disciplines, including medicine. In particular computer-based games allow for the incorporation of multimedia, provide access to learning material in a time and place convenient for the student, and give interactive feedback critical for active self-assessment. Studies of these interactive games, which appear to engage the student in an informal way, have demonstrated the ability to stimulate greater individual learning with improved retention of the material and a desire for self-improvement. Most studies conducted, however, have assessed the effectiveness of the game systems using subjective student feedback. More empirical data is needed to confirm their efficacy in knowledge acquisition and retention. Further, computer-based instruction is particularly well suited to image-based disciplines such as radiology. Radiology is integral to clinical management as a physician, and its role continues to expand as fast as new technologies grow. Studies have shown, however, that long-term retention of specific structures on chest radiographs between the second year and fourth year of medical school was poor despite evidence documenting good short-term retention of tested information. A need for more effective teaching methods to improve chest and abdominal radiology knowledge retention has been identified. This project proposes to study knowledge acquisition and retention of abdominal and chest imaging in fourth year medical students enrolled in a diagnostic radiology elective courses at George Washington University School of Medicine and Health Science.
Methods:
Fourth year medical students who enroll in a four week clinical diagnostic radiology elective course from July 2016 to November 2016 will be recruited for the study, and randomly assigned to complete either the online-game or the traditional lecture course. Students assigned to complete the online-game will progress through three levels of increasing complexity: beginning with basic structure identification and orientation, then diagnosis of common pathologies, finally introduction to more complex and rare cases. After completion of each level of the game, students must correctly answer five questions before progressing to the next level, which will assess knowledge acquisition in real time. One month after completion of the module, students in the control and experimental groups will complete a 10 question quiz on the material to assess knowledge retention.
Significance:
We hypothesize that compared to traditional didactic teaching, students who participate in the gaming format lesson will demonstrate greater knowledge acquisition and long-term knowledge retention.
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Open Access
1
Development and Evaluation of a Web-based Chest and Abdominal Radiology Game for Fourth Year Medical Students
Background:
The educational potential of non-traditional computer-assisted models to enhance knowledge acquisition and retention, has been recognized across many disciplines, including medicine. In particular computer-based games allow for the incorporation of multimedia, provide access to learning material in a time and place convenient for the student, and give interactive feedback critical for active self-assessment. Studies of these interactive games, which appear to engage the student in an informal way, have demonstrated the ability to stimulate greater individual learning with improved retention of the material and a desire for self-improvement. Most studies conducted, however, have assessed the effectiveness of the game systems using subjective student feedback. More empirical data is needed to confirm their efficacy in knowledge acquisition and retention. Further, computer-based instruction is particularly well suited to image-based disciplines such as radiology. Radiology is integral to clinical management as a physician, and its role continues to expand as fast as new technologies grow. Studies have shown, however, that long-term retention of specific structures on chest radiographs between the second year and fourth year of medical school was poor despite evidence documenting good short-term retention of tested information. A need for more effective teaching methods to improve chest and abdominal radiology knowledge retention has been identified. This project proposes to study knowledge acquisition and retention of abdominal and chest imaging in fourth year medical students enrolled in a diagnostic radiology elective courses at George Washington University School of Medicine and Health Science.
Methods:
Fourth year medical students who enroll in a four week clinical diagnostic radiology elective course from July 2016 to November 2016 will be recruited for the study, and randomly assigned to complete either the online-game or the traditional lecture course. Students assigned to complete the online-game will progress through three levels of increasing complexity: beginning with basic structure identification and orientation, then diagnosis of common pathologies, finally introduction to more complex and rare cases. After completion of each level of the game, students must correctly answer five questions before progressing to the next level, which will assess knowledge acquisition in real time. One month after completion of the module, students in the control and experimental groups will complete a 10 question quiz on the material to assess knowledge retention.
Significance:
We hypothesize that compared to traditional didactic teaching, students who participate in the gaming format lesson will demonstrate greater knowledge acquisition and long-term knowledge retention.
Comments
Presented at: GW Research Days 2016