Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

Abstract Background Medical education in China is in a transitional period, from passive learning models to experiential education. We modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Method With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we modified an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experiential education group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results The experiential education group demonstrated significantly higher scores (7.4 ± 1.3) compared to the control group (6.7 ± 1.5, p < 0.05) in the question type “description and diagnosis”. The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants’ self-confidence to perform future clinical work (p < 0.05). The self-assessment questionnaire in the experiential education group showed that the majority of students were satisfied with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students’ analysis and diagnostic skills and their self-confidence.

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Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

10.21203/rs.2.9887/v5 ◽

2019 ◽

Author(s):

Yingqian Chen ◽

Keguo Zheng ◽

Shanshan Ye ◽

Jifei Wang ◽

Ling Xu ◽

...

Keyword(s):

Experiential Education ◽

Communication System ◽

The Self ◽

Control Group ◽

Self Assessment ◽

Radiology Education ◽

Education Group ◽

Education Model ◽

Picture Archiving And Communication ◽

Assessment Questionnaire

Abstract Background Medical education in China is in a transitional period changing from passive learning to experiential education models. We have modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Methods With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we have modified an experiential education method that simulates similar working conditions for undergraduate medical students to take on the role as clinical radiologists and formulate radiology diagnosis. A total of 101 students were allocated into either the experiential education group [Office1] or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t -tests were used to compare the numeric data. Results The experiential education group demonstrated significantly higher scores (7.4±1.3) in the short answer type questions on imaging “description and diagnosis” when compared to the control group (6.7±1.5, p <0.05). The self-assessment questionnaire indicated that the experiential education corresponded to an increased familiarity with the diagnostic principles, the imaging sequences and reconstruction methods of computer tomography (CT), which also strengthen participants’ confidence to perform future clinical work (p <0.05). The self-assessment questionnaire from the experiential education group showed great satisfaction with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity in majority of students. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education model showed greater efficacy in improving students’ analytical and diagnostic skills as well as clinical confidence.

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Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

10.21203/rs.2.9887/v2 ◽

2019 ◽

Author(s):

Yingqian Chen ◽

Keguo Zheng ◽

Shanshan Ye ◽

Jifei Wang ◽

Ling Xu ◽

...

Keyword(s):

Experiential Education ◽

Communication System ◽

The Self ◽

Control Group ◽

Self Assessment ◽

Radiology Education ◽

Education Group ◽

Education Model ◽

Picture Archiving And Communication ◽

Assessment Questionnaire

Abstract Background Medical education in China is in a transitional period changing from passive learning to experiential education models. We have modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Methods With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we have modified an experiential education method that simulates similar working conditions for undergraduate medical students to take on the role as clinical radiologists and formulate radiology diagnosis. A total of 101 students were allocated into either the experiential education group [Office1] or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t -tests were used to compare the numeric data. Results The experiential education group demonstrated significantly higher scores (7.4±1.3) in the short answer type questions on imaging “description and diagnosis” when compared to the control group (6.7±1.5, p <0.05). The self-assessment questionnaire indicated that the experiential education corresponded to an increased familiarity with the diagnostic principles, the imaging sequences and reconstruction methods of computer tomography (CT), which also strengthen participants’ confidence to perform future clinical work (p <0.05). The self-assessment questionnaire from the experiential education group showed great satisfaction with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity in majority of students. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education model showed greater efficacy in improving students’ analytical and diagnostic skills as well as clinical confidence.

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Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

10.21203/rs.2.9887/v4 ◽

2019 ◽

Author(s):

Yingqian Chen ◽

Keguo Zheng ◽

Shanshan Ye ◽

Jifei Wang ◽

Ling Xu ◽

...

Keyword(s):

Experiential Education ◽

Communication System ◽

The Self ◽

Control Group ◽

Self Assessment ◽

Radiology Education ◽

Education Group ◽

Education Model ◽

Picture Archiving And Communication ◽

Assessment Questionnaire

Abstract Background Medical education in China is in a transitional period changing from passive learning to experiential education models. We have modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Methods With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we have modified an experiential education method that simulates similar working conditions for undergraduate medical students to take on the role as clinical radiologists and formulate radiology diagnosis. A total of 101 students were allocated into either the experiential education group [Office1] or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t -tests were used to compare the numeric data. Results The experiential education group demonstrated significantly higher scores (7.4±1.3) in the short answer type questions on imaging “description and diagnosis” when compared to the control group (6.7±1.5, p <0.05). The self-assessment questionnaire indicated that the experiential education corresponded to an increased familiarity with the diagnostic principles, the imaging sequences and reconstruction methods of computer tomography (CT), which also strengthen participants’ confidence to perform future clinical work (p <0.05). The self-assessment questionnaire from the experiential education group showed great satisfaction with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity in majority of students. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education model showed greater efficacy in improving students’ analytical and diagnostic skills as well as clinical confidence.

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Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

10.21203/rs.2.9887/v3 ◽

2019 ◽

Author(s):

Yingqian Chen ◽

Keguo Zheng ◽

Shanshan Ye ◽

Jifei Wang ◽

Ling Xu ◽

...

Keyword(s):

Experiential Education ◽

Communication System ◽

The Self ◽

Control Group ◽

Self Assessment ◽

Radiology Education ◽

Education Group ◽

Education Model ◽

Picture Archiving And Communication ◽

Assessment Questionnaire

Abstract Background Medical education in China is in a transitional period changing from passive learning to experiential education models. We have modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Methods With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we have modified an experiential education method that simulates similar working conditions for undergraduate medical students to take on the role as clinical radiologists and formulate radiology diagnosis. A total of 101 students were allocated into either the experiential education group [Office1] or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t -tests were used to compare the numeric data. Results The experiential education group demonstrated significantly higher scores (7.4±1.3) in the short answer type questions on imaging “description and diagnosis” when compared to the control group (6.7±1.5, p <0.05). The self-assessment questionnaire indicated that the experiential education corresponded to an increased familiarity with the diagnostic principles, the imaging sequences and reconstruction methods of computer tomography (CT), which also strengthen participants’ confidence to perform future clinical work (p <0.05). The self-assessment questionnaire from the experiential education group showed great satisfaction with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity in majority of students. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education model showed greater efficacy in improving students’ analytical and diagnostic skills as well as clinical confidence.

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Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

10.21203/rs.2.9887/v6 ◽

2019 ◽

Author(s):

Yingqian Chen ◽

Keguo Zheng ◽

Shanshan Ye ◽

Jifei Wang ◽

Ling Xu ◽

...

Keyword(s):

Experiential Education ◽

Communication System ◽

The Self ◽

Control Group ◽

Self Assessment ◽

Radiology Education ◽

Education Group ◽

Education Model ◽

Picture Archiving And Communication ◽

Assessment Questionnaire

Abstract Background Medical education in China is in a transitional period changing from passive learning to experiential education models. We have modified an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Methods With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we have modified an experiential education method that simulates similar working conditions for undergraduate medical students to take on the role as clinical radiologists and formulate radiology diagnosis. A total of 101 students were allocated into either the experiential education group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experiential education group. Mann-Whitney U test was used to compare the ranked data, and t -tests were used to compare the numeric data. Results The experiential education group demonstrated significantly higher scores (7.4±1.3) in the short answer type questions on imaging “description and diagnosis” when compared to the control group (6.7±1.5, p <0.05). The self-assessment questionnaire indicated that the experiential education corresponded to an increased familiarity with the diagnostic principles, the imaging sequences and reconstruction methods of computer tomography (CT), which also strengthen participants’ confidence to perform future clinical work (p <0.05). The self-assessment questionnaire from the experiential education group showed great satisfaction with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity in majority of students. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education model showed greater efficacy in improving students’ analytical and diagnostic skills as well as clinical confidence.

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Effectiveness of cognitive play in developing the self-confidence of the mentally handicapped who are able to learn during COVID-19 pandemic

Technium Social Sciences Journal ◽

10.47577/tssj.v15i1.2486 ◽

2021 ◽

Vol 15 ◽

pp. 136-185

Author(s):

Reham Hamza ◽

Awatef Bioumy

Keyword(s):

The Self ◽

Control Group ◽

Mentally Handicapped ◽

Handicapped Children ◽

Self Confidence ◽

Quasi Experimental ◽

Group 10 ◽

Cognitive Play ◽

Experimental Group ◽

Confidence Scale

The study aimed to identify the effectiveness of cognitive play in developing the self-confidence of the mentally handicapped who are able to learn, and verify the effectiveness of the program, and the study sample consisted of (20) children with intellectual disabilities who are able to learn who are inIntellectual Education. The study sample was divided into two groups.The experimental group(10)children, and the control group (10) children, of the mentally handicapped children who are able to learn, their ages ranged between (9-12), and their IQs ranged between (50-70), and the researcher used in the study the quasi-experimental approach The researcher applied the following tools to the study sample: the Stanford Binet Scale (5thimage), citation and preparation. The self-confidence scale, andthe existing training program.On the cognitive play used in the current research, the researcher numbers, and the results of the study revealed.There are statistically significant differences between the average scores of children in the post-measurement on the scale of self-confidence.There are statistically significant differences between the mean scores of the control group and the experimental group on the self-confidence scale in the post-measurement in favor of the experimental group .Predicting the effectiveness of the training program based on cognitive play in developing self-confidence in mentally handicapped children who are able to learnduring COVID-19 pandemic.

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The Role of Self-assessment Guide on Improving Iranian EFL Learners’ Writing: The Portfolio Approach

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.7n.6p.192 ◽

2018 ◽

Vol 7 (6) ◽

pp. 192

Author(s):

Farnaz Sahebkheir

Keyword(s):

Critical Thinking ◽

Self Regulation ◽

The Self ◽

Control Group ◽

Self Assessment ◽

Student Centered ◽

Writing Skill ◽

Efl Students ◽

Experimental Group

Writing skill is one of the most difficult skills to be taught. Teachers try to find new ways to teach it especially via student-centered approaches. Self-assessment portfolio can be one of these learner-centered methods for improving learners writing skill. This study aims to investigate the effect of self-assessment portfolio on Iranian EFL students’ writing production. Two groups were selected through a KET test and they were randomly assigned as a control and an experimental group. The experimental group had to use a self-assessment guide and completed their writing tasks. They reflected and critically analyzed their own writing using the Self-assessment Guide. While the control group did not receive the self-assessment guide and they just received teacher written error correction for their writing tasks. They either did not analyze their written product critically. The experimental group outperformed the control group and the differences were statistically significant. Students in the experimental group engaged in constant critical thinking and developed a strong sense of responsibility for their learning. It can be concluded that teachers should engage their students in self-assessment portfolio to encourage more critical thinking and self-regulation.

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Efecto inmediato de la auto-liberación miofascial en la superficie plantar sobre la musculatura isquiosural en futbolistas

SPORT TK-Revista EuroAmericana de Ciencias del Deporte ◽

10.6018/sportk.391811 ◽

2019 ◽

Vol 8 (2) ◽

pp. 89-95

Author(s):

JM Barradas Romero ◽

S. Gómez-Torres ◽

A. Montero-Duarte ◽

R. Bogas-Arrebola ◽

R. Chacón-Cuberos

Keyword(s):

Plantar Fascia ◽

The Self ◽

Golf Ball ◽

Control Group ◽

Hamstring Muscle ◽

Myofascial Release ◽

Experimental Type ◽

Experimental Group

Las adherencias en ciertas zonas musculares generan tensiones en otras musculaturas de la misma cadena muscular. El objetivo del estudio es probar el efecto inmediato de la “Auto-liberación Miofascial” (SMR) con la técnica de pelota de golf en la fascia plantar en deportistas federados de “Fútbol 11” (FU) y “Fútbol Sala” (FS) y su incidencia sobre la musculatura isquiosural. Además, se analizó las diferencias entre cada modalidad. El diseño es de tipo experimental longitudinal, con una muestra de 20 deportistas federados. Los resultados muestran una mejora en la longitud alcanzada en el “Test Sit and Reach” (SRT) de forma significativa la SMR entre “Grupo Control” (GC) y “Grupo Experimental” (GE). Entre modalidades no se aprecian diferencias significativas. Se concluye que existe un efecto inmediato de la SMR con la técnica de pelota de golf en la fascia plantar sobre la musculatura isquiosural. No existiendo diferencias significativas entre modalidades. Adhesions in certain muscle areas generate tension in other muscles of the same muscle chain. The aim of the study is to test the immediate effect of the “Self-myofascial release” (SMR) with the golf ball technique on the plantar fascia in federated sportsmen of "Football 11" (FU) and "Futsal" (FS) and its influence on hamstring musculature. Besides, the differences between each modality have been analysed. The design is of the longitudinal experimental type, with a sample of 20 federated sportsmen. The results show significant improvement in the length reached in the “Sit and Reach Test” (SRT) after the SMR between "Control Group" (GC) and "Experimental Group"(GE). There are no significant differences between modalities. It is therefore concluded that there is an immediate effect of SMR with the golf ball technique on the plantar fascia over the hamstring muscle. There are no significant differences between modalities.

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