Multidisciplinary approach of teaching radiology to medical students in Egypt: Is this an effective method?

Springer Science and Business Media LLC - 2021
Yasmeen Nabhani1, Victoria K. Xie2, Mohamed Badawy3, Rehan Karim4, Umayma Abdullatif5, Ahmed S. Negm6, Hrishabh Bhosale7, Scott Rohren2, Ahmed Elhatw8, Sammar Ghannam9, Abdelrahman Abusaif9, Mazzin Elsamaloty10, Nada Shalaby5, Ferial Choucair5, Islam Khalifa11, Mariam Ahmed Saad8, Parth Patel12, Zaid Almubaid13, Mostafa Ahmed Shehata11, Yara ElHefnawi14, Serageldin Kamal3, Mahmoud F. Hammad15, Khaled M. Elsayes3
1Sinai Hospital of Baltimore, Baltimore, USA
2Baylor College of Medicine, Houston, USA
3The University of Texas MD, Anderson Cancer Center, Houston, USA
4HCA Houston Health Care West, Houston, USA
5University of Houston, Houston, USA
6Mayo Clinic, Rochester, USA
7University of Texas at Austin, Austin, USA
8National Cancer Institute, Cairo University, Cairo, Egypt
9University of Texas, San Antonio, San Antonio, USA
10College of Medicine and Life Sciences, University of Toledo, Toledo, USA
11Faculty of Medicine, Alexandria University, Alexandria, Egypt
12McGovern Medical School At UTHealth, Houston, USA
13University of Texas, Austin, USA
14Kasr Al-Ainy Medical School, Cairo University, Cairo, Egypt
15National Liver Institute, Menoufia University, Menoufia, Egypt

Tóm tắt

In multidisciplinary education, different perspectives from more than one discipline are used to illustrate a certain topic. The aim of this study was to evaluate the effectiveness of an online, multidisciplinary radiology curriculum to teach radiology to medical students in Egypt. A multidisciplinary team of radiologists, surgeons, and internists taught a series of 5 case-based radiology sessions on a web conference platform. Topics included common clinical case scenarios for various body systems. Undergraduate medical students across Egypt were enrolled in the course. A pre-test–post-test design was used to evaluate the efficacy of each session. Upon course completion, students filled out a subjective survey to assess the radiology education series. On average, 1000 students attended each session. For each session, an average of 734 students completed both the pre-test and post-test. There was a statistically significant increase in post-test scores compared to pre-test scores across all 5 sessions (p < 0.001) with an overall average score improvement of 63%. A subjective survey at the end of the course was completed by 1027 students. Over 96% of students found the lecture series to be a worthwhile experience that increased their imaging knowledge and interest in radiology, and that the use of a multidisciplinary approach added educational value. About 66% of students also reported that the session topics were “excellent and clinically important.” There was a marked increase in reported confidence levels in radiology competencies before and after attendance of the sessions. An online radiology curriculum with a multidisciplinary approach can be implemented successfully to reach a large group of medical students and meet their educational objectives.

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