The Egyptian Journal of Radiology and Nuclear Medicine (Dec 2021)

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

  • Yasmeen Nabhani,
  • Victoria K. Xie,
  • Mohamed Badawy,
  • Rehan Karim,
  • Umayma Abdullatif,
  • Ahmed S. Negm,
  • Hrishabh Bhosale,
  • Scott Rohren,
  • Ahmed Elhatw,
  • Sammar Ghannam,
  • Abdelrahman Abusaif,
  • Mazzin Elsamaloty,
  • Nada Shalaby,
  • Ferial Choucair,
  • Islam Khalifa,
  • Mariam Ahmed Saad,
  • Parth Patel,
  • Zaid Almubaid,
  • Mostafa Ahmed Shehata,
  • Yara ElHefnawi,
  • Serageldin Kamal,
  • Mahmoud F. Hammad,
  • Khaled M. Elsayes

DOI
https://doi.org/10.1186/s43055-021-00672-1
Journal volume & issue
Vol. 52, no. 1
pp. 1 – 7

Abstract

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Abstract Background 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. Results 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. Conclusions 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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