Structured work-based learning in undergraduate clinical radiology immersion experience

Ulf Teichgräber,Maja Ingwersen,Aimée Herzog,Clemens Arndt,Tobias Franiel,Amer Malouhi,Florian Bürckenmeyer,René Aschenbach,Hans-Joachim Mentzel

doi:10.1186/s12909-021-02592-0

Ulf Teichgräber, Maja Ingwersen + Show 7 more

Open Access

https://doi.org/10.1186/s12909-021-02592-0

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Abstract

BackgroundPractical courses in undergraduate medical training often lack a didactic concept. Active participation and learning success largely depend on chance. This study was initiated to evaluate a novel concept of structured work-based learning (WBL) in the course of students’ half-day radiology immersion experience (IE).MethodsThis prospective, single-centre cohort study included 228 third-year students of the 2019 summer semester who underwent the obligatory radiology IE at a university hospital. The course was based on a novel structured WBL concept that applied established didactic concepts including blended learning, the FAIR principles of feedback, activity, individualization, and relevance, and Peyton’s four-step approach. Outcomes of equal weight were student and supervisor satisfaction with the clinical radiology IE assessed by paper-based- and online survey, respectively. Secondary outcome was achievement of intended learning outcomes assessed by means of mini clinical evaluation exercises and personal interviews.ResultsSatisfaction with structured WBL was high in 99.0% of students. Students’ expectations were exceeded, and they felt taken seriously at the professional level. Dissatisfaction was reasoned with quality of learning videos (0.6%), little support by supervisors (0.5%), or inadequate feedback (0.6%). Supervising resident physicians rated achievement of intended learning outcomes regarding cognitive and psychomotor competences as excellent for all students. Personal interviews revealed achievement of affective competence in some students. Twelve of 16 (75.0%) supervising physicians were satisfied with focussing on intended learning outcomes and student preparation for IE. Two of 15 (13.3%) supervisors were unsatisfied with time spent, and 4 of 16 (25%) with the approach of assessment.ConclusionsThis study demonstrated that both students and supervisors were satisfied with the novel concept of structured WBL within the scope of clinical radiology IE. Achievement of intended learning outcomes was promising.

Highlights

Practical courses in undergraduate medical training often lack a didactic concept
To break this vicious circle and to increase both motivation and success, we developed and implemented a novel work-based learning (WBL) concept for the half-day radiological immersion experience (IE) that provided students with structured opportunities of supervised activities (e.g.: interview patients, inform patients, reading images, writing reports)
Intended learning outcomes Before the practical course took place, we described and communicated intended learning outcomes (ILO) according to Biggs and Tang [2] to the students: 1. I am able to apply a systematic approach to read a chest X-ray image and to prepare a radiological report

Summary

Introduction

Practical courses in undergraduate medical training often lack a didactic concept. Active participation and learning success largely depend on chance. This study was initiated to evaluate a novel concept of structured work-based learning (WBL) in the course of students’ half-day radiology immersion experience (IE). In Germany, work-based learning regarding clinical radiology is offered to third-year medical students as mandatory half-day clinical radiology immersion experience (IE) and, as a matter choice, as 3-month part of the sub-internship. During this time, medical students should apply their theoretical knowledge and practical skills in real workplaces at the radiology department. In our department of radiology, students complained that during their clinical radiology IE, they primarily had to watch resident physicians’ professional activities They passively had to shadow their supervisors throughout the workday. Supervisors reported that students had not been prepared well for IE and supervision had increased their workload to the extent that students may not benefit from radiological IE appropriately

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