A Pilot Study of Image-associative Teaching Versus Traditional Didactic Teaching for Novice Endosonographers Learning Cytopathology Effectively

Abstract

Background and AimsInsufficient cytology staff limited the spread of rapid onsite cytology evaluation (ROSE). Therefore, trained endosonographers performing ROSE became an option. To explore the effect of visualization aids for memory in cytology learning, we assessed the impact of image-associative teaching vs traditional didactic teaching of cytopathology for novice endosonographers in a limited time. MethodsEndoscopic ultrasound trainees without previous training in cytopathology were invited to participate in this study. Participants in Period 1 attended traditional didactic learning, and trainees in Period 2 received images-associative teaching. The images in the Period 2 tutorial were cytopathology images combined with their simulation images, whereas in Period 1, cytopathologic images were described in pathological terminology only. After the theoretical study, trainees received a knowledge quiz and an assessment for real smear interpretation. ResultsSeventeen trainees attended traditional didactic learning, whereas the other 8 participated in image-associative learning. In the theory test, the overall correct rate of trainees in Period 2 was higher than that of the trainees in Period 1 (76.92% vs 53.85%). In the evaluation of real smear reviews, the performance of trainees in Period 2 was still better than that of the trainees in Period 1 (the median correct rate 100% vs 75%). ConclusionThe use of image-associative tutorials allows for more efficient use of time and is thus feasible for the study of ROSE.