Abstract
Background
The reorganization of the medical curriculum has increased the demands on medical didactics. For interdisciplinary fields such as radiology this offers the opportunity to be more visible in clinical medical teaching and to emphasize its integrative role in patient care. We present a novel integrative learning concept based on the notion of PACS (picture archiving and communication system) learning. In the initial phase it was available to students in their final-year internships.
Methods
We designed 100 case vignettes on a designated workstation. Vignettes were prepared in a patient-based format in Aycan PACS (Aycan Medical Systems, NY, USA). The first image of each case included the case description and background information. Students worked through the vignettes independently. Each imaging examination was followed by small quizzes or open questions. Short texts provided additional information on the case, leading to the next examination. The typical case included several imaging modalities (CT, MRI, X‑ray, etc.) in diagnosis and follow-up. After processing the cases, the students completed an evaluation form on a five-point Likert scale.
Results
Students approved the learning concept in terms of knowledge level, didactic structure, and motivation for self-study. A large proportion of respondents indicated that the new concept had sparked their interest in radiology Almost all students stated that they had benefited from the concept and favored its continuation.
Conclusion
Our PACS workstation enjoyed high acceptance among students. This underlines the importance of integrative, competence-based teaching models in the medical curriculum. Radiology as a cross-disciplinary discipline is in particular suitable for encouraging students to combine theoretical and practical knowledge and can become a central component in student education through innovative concepts.
Zusammenfassung
Hintergrund
Die Neugestaltung der medizinischen Lehre erhöhte Anforderungen an den medizinisch-praktischen Unterricht. Vorlesungen und Seminare sind nurmehr ein Teil eines multimodalen, integrativ gestalteten Studiums, das die anwendungsbezogene Wissensvermittlung betont. Für Querschnittsfächer wie die Radiologie bietet dies die Möglichkeit, früh in der klinischen Lehre präsent zu sein und seine integrative Rolle im Diagonostik- und Therapieprozess herauszustreichen. Wir präsentieren ein neuartiges integratives Lernkonzept, das auf dem Konzept des PACS-Learning beruht. Es wurde zunächst PJ-Studierenden und Famulanten zugänglich gemacht und von den Teilnehmern evaluiert.
Methoden
Auf einer bereitgestellten Workstation wurden 100 Fallvignetten aus der klinischen Routine aufgespielt. Als Softwareplattform wurde Aycan PACS gewählt. Das erste Bild eines jeden Falles beinhaltete die Fallbeschreibung. Hierzu gehörten Angaben zum Patienten mit Anamnese, klinischen Angaben, Symptomen, körperlichem Untersuchungsgebund und Laborparametern. Die Bearbeitung der Fälle erfolgte von jedem Studenten selbstständig Nach Bearbeitung der Fälle füllten die Studenten einen Evaluationsbogen auf einer fünfstufigen Likert-Skala aus.
Ergebnisse
Insgesamt wurden alle Fälle von 26 Studenten bearbeitet. Ein Großteil der Studenten bewertete das Lehrkonzept positiv hinsichtlich Wissensniveau, didaktischem Aufbau und Animation zum Selbstudium. 25 von 26 Studenten gaben an von dem Konzept profitiert zu haben und befürworteten seine Fortsetzung.
Schlussfolgerung
Das vorgestellte Lehrkonzept genießt eine hohe Akzeptanz bei den Studierenden und unterstreicht die Bedeutung integrativer, kompetenzbasierter Lehrmodelle im medizinischen Curriculum.
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Authors and Affiliations
Contributions
Maximilian Thormann: made substantial contributions to analysis and interpretation of data. Hannes Neumann: substantial contributions to acquisition of data. Daniel Behme: substantial contributions to acquisition of data. Alexey Surov: made substantial contributions to study conception and design, acquisition of data, analysis and interpretation of data. All authors read and approved the final manuscript.
Funding
The project was supported by the Medical Faculty of the Otto-von-Guericke-University Magdeburg (grant for medical education, 2020).
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The authors confirm that the data supporting the findings of this study are available in the article.
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M. Thormann, H. Neumann, D. Behme and A. Surov declare that they have no competing interests.
For this article no studies with human participants or animals were performed by any of the authors. All studies mentioned were in accordance with the ethical standards indicated in each case.
The supplement containing this article is not sponsored by industry.
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Thormann, M., Neumann, H., Behme, D. et al. Digital hands-on learning in radiology—design and evaluation of a PACS-based concept for medical students. Radiologie 63 (Suppl 2), 82–89 (2023). https://doi.org/10.1007/s00117-023-01185-w
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DOI: https://doi.org/10.1007/s00117-023-01185-w