Can training in diagnostic radiology be moved online during the COVID-19 pandemic? UK trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI) e-learning platform.
Aim: To assess trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI)) e-learning modules.Materials and Methods: A mixed methodology approach was used, with triangulation between a thematic analysis of eight semi-structured interviews from radiology trainees and trainers, and a...
| Publicado en: | Clinical Radiology Vol. 76; no. 11; pp. 854 - 861 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
Elsevier B.V.
Nov2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=152814742&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 152814742 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00099260 23Q jtl: Clinical Radiology issn: 00099260 maglogo: N pubinfo: dt: Nov2021 vid: 76 iid: 11 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 152814742 152814742 NLM34218924 10.1016/j.crad.2021.06.003 NLM34218924 152814742 ppf: 854 ppct: 7 formats: tig: atl: Can training in diagnostic radiology be moved online during the COVID-19 pandemic? UK trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI) e-learning platform. aug: au: Upadhyay, N. Wadkin, J.C.R. affil: Charing Cross Hospital, Imperial College Healthcare NHS Trust, Fulham Palace Rd, Hammersmith, London, W6 8RF, UK sug: ab: Aim: To assess trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI)) e-learning modules.Materials and Methods: A mixed methodology approach was used, with triangulation between a thematic analysis of eight semi-structured interviews from radiology trainees and trainers, and a contextual analysis of 60 free-text feedback comments and module ratings from trainees after completion of R-ITI modules.Results: Three broad themes emerged: "learning the subject matter", "learning the role," and "e-learning preferences". Superficial learning techniques were prevalent when "learning the subject matter" during early training, with e-learning resources providing a good pedagogical fit for this learning. Much of what was considered "learning the role" of the radiologist was learned at the workplace. This included topics with inherent subjectivity, which were difficult to convey with e-learning. Trainees' "e-learning preferences" favoured modules that incorporated many imaging cases with layer annotation, clinical relevance, and self-assessment.Conclusions: The ease of reproducing imaging studies using the R-ITI platform represents a huge potential for e-learning. Content tailored to the learning needs of the trainee, the appropriateness of the subject matter for an online platform, and the design of the e-learning modules are important considerations. Radiology training also involves important tacit learning and discussions around subjective topics, which are difficult to capture on this platform. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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