Creating an Open-Access Educational Radiology Website for Medical Students: A Guide for Radiology Educators.

RATIONALE AND OBJECTIVES: Studies of medical school clerkship websites have reported efficient time management, resource utilization, and hands-on activities. We built a website devoted to medical student education in radiology to address student, educator, and school curricular needs and surveyed students to assess their satisfaction with the site. MATERIALS AND METHODS: The website was created using an easily-recalled name, no-cost institutional software, and no-cost enterprise-level university hardware. The main menu links to the student formal didactic lecture calendar, custom-built health sciences library e-resources in radiology, American College of Radiology Appropriateness Criteria, each radiology course page, and teaching files. Each course tab includes faculty-curated content from course lectures, supplemental articles and educational modules. At 6, 12, and 24 months, website analytics were assessed. At 12 and 24 months postimplementation, data were evaluated to include student assessment and satisfaction surveys and student course comments. This project was IRB-exempted. RESULTS: At 6 months, the website had received 5792 views, at 12 months 10,022 views and at 24 months 19,478 views. The website homepage with the formal didactic lecture calendar received 7156 views, the general clerkship page 4233 views, the teaching file page 3884, and thereafter subspecialty pages as follows: breast 1478, body 633, pediatrics 361, neuro 346, cardiothoracic 291, musculoskeletal 249, vascular interventional 178. One hundred fifty-two of 240 (63.3%) of students surveyed replied. Of students who utilized the website on the satisfaction survey, 80 of 97 (82.5%) indicated ratings of "extremely informative" and "very informative" to the question "How would you rate the website?." Students indicated convenience and structure as website strengths in their postcourse evaluations. CONCLUSION: The radiology medical student website incorporates demands and needs of today's students, faculty, and our medical school. A radiology clerkship website for medical students centralizes access to course resources and promotes an active learning experience with high satisfaction. Instructions on setting up a website are offered to today's radiology educators, including pearls and pitfalls.

Student-led peer review of an online teaching file: perspectives after 2 years.

PROBLEM: Opportunities for self-directed learning were missing from our medical school curriculum in general and on our radiology electives specifically. Our objective was to explore the feasibility and benefits of using medical students in the development of our student-created teaching files. APPROACH: In 2018, a website was developed at our institution to support medical student radiology education and create a repository for the online publication of student-developed teaching cases. Students participating in radiology clerkships at our institution had an opportunity to submit case presentations for publication to our online teaching file following peer review. The medical students participated in the peer review process facilitated by the faculty director of radiology undergraduate medical education. The faculty member oversaw the training of new student editors and the development of a peer review guide. OUTCOMES: The peer review guide included goals of the teaching file project and direction regarding the peer review process. Student editors were trained using the peer review guide in conjunction with individual meetings with the faculty mentor. At twenty-four months, 82 student-developed cases had been published to the online teaching file following medical student peer review. The teaching file had garnered 3884 page views. NEXT STEPS: The medical student-led peer review process meets core competencies in self-directed learning. The authors plan to explore the application of peer-assisted learning theories to the editing and peer-review process.

Medical student imaging case files in the cloud.

BACKGROUND: Millennial digital learners value meaningful work, immediate feedback, collaborative communication and technology implementation. A student-produced digital imaging teaching case file-centric flipped curriculum offers these benefits. Our questions included: (i) is a cloud-based website platform supporting the online publication of student-selected and student-submitted teaching cases feasible; and (ii) what were the impressions of students of this educational intervention? METHODS: An open-source medical student-centric radiology website was created with limited-access cloud upload capability, with site analytics continuously recorded. Medical students submitted de-identified radiology cases on a topic of their choosing, for peer review and publication. By making the host site publicly accessible, we empowered students to list their publication(s) on resumes. Following six blocks of the 2018/19 academic year after implementation, an electronic survey was sent to the eligible medical student cohort who had were enrolled in a radiology elective in order to assess the effectiveness of the intervention (n = 107). RESULTS: The survey response rate was 52% (n = 56), of which 98% participated (n = 55) and 75% completed a teaching file (n = 42). The students assessed their ability to systematically review imaging, communicate pertinent clinical information, appropriately order imaging, correctly use the ACR Appropriateness Criteria® , consider procedure costs, consider procedure risks, consider procedure benefits, evaluate effectiveness and identify who to direct questions to regarding correct study. Students reported answers on a seven-point Likert scale. Data scores ranged from 5.28 (agree) to 6.71 (strongly agree) across all categories. CONCLUSIONS: Our successful student-developed teaching file takes advantage of digital radiology and the educational tools favoured by millennials. This activity meets core competencies in self-directed and lifelong learning.