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The Impact of Case-Based e-Learning Pedagogy on Critical Thinking in Imaging Science Students: A Multi-Institutional Study.

The purpose of this multi-institutional study was to investigate the use of case-based, e-Learning Modules (ELMs) as an instructional method to improve critical- thinking skills in medical imaging students. Students completed required, instructor-assigned ELMs over two semesters. Overall mean pre/po...

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Published in:Radiologic Science & Education Vol. 26; no. 1; pp. 13 - 22
Main Authors: Custer, Tanya, Madery, Rebecca, Vasquez, Laura P., Lyden, Elizabeth, Michael, Kim
Format: glossary research tables/charts Journal Article
Published: Association of Educators in Imaging & Radiologic Sciences (A.E.I.R.S.) Mar2021
Online Access:View this record in EBSCOhost
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      dt: Mar2021
      vid: 26
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      pid: 49856
      pub: Association of Educators in Imaging & Radiologic Sciences (A.E.I.R.S.)
      place: Albuqueque, New Mexico
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        atl: The Impact of Case-Based e-Learning Pedagogy on Critical Thinking in Imaging Science Students: A Multi-Institutional Study.
      aug:
        au:
          Custer, Tanya
          Madery, Rebecca
          Vasquez, Laura P.
          Lyden, Elizabeth
          Michael, Kim
        affil: Associate professor and distance education director in the College of Allied Health Professions at the University of Nebraska Medical Center in Omaha, Nebraska
      sug:
        subj:
          Online Education
          Critical Thinking
          Students, Radiologic Technology
          Teaching Methods
          Human
          Learning Methods
          Students, Allied Health
      ab: The purpose of this multi-institutional study was to investigate the use of case-based, e-Learning Modules (ELMs) as an instructional method to improve critical- thinking skills in medical imaging students. Students completed required, instructor-assigned ELMs over two semesters. Overall mean pre/post HSRTN scores decreased (79.0 to 78.9, p =0.87); individual scores increased in 34% of students (n= 16), remained the same for 34% (n= 16), and decreased in 32% (n= 15). These findings support current literature that casebased learning may improve critical thinking skills for some students, but not all. In addition, critical thinking can be challenging to teach and to assess.
      pubtype: Academic Journal
      doctype:
        glossary
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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