Publikationen
Web-based
training in radiology - student course in the Virtual University of Bavaria
Rofo. 2004 Jun;176(6):885-95.
Grunewald M, Gebhard H, Jakob C, Wagner M, Hothorn T, Neuhuber WL, Bautz WA, Greess HR.
Institut fur
Diagnostische Radiologie, Friedrich-Alexander-Universitat Erlangen-Nurnberg.
markus.grunewald@idr.imed.uni-erlangen.de
Medizinische Fakultät, Ludwig-Maximilians-Universität München
Institut für Medizininformatik, Biometrie und Epidemiologie, Friedrich-Alexander-Universität Erlangen-Nürnberg
Anatomisches Institut I, Friedrich-Alexander-Universität Erlangen-Nürnberg
PURPOSE: The ninth version of the licensing regulation for medical doctors (Approbation Regulation (AR)) sets a benchmark in terms of practical experience, interdigitation of preclinical and clinical studies, interdisciplinary approach, economic efficiency, independence of students, added new teaching and learning modalities, and ongoing evaluation of the progress of the medical students. It is the aim to implement these major points of the AR in a model course for diagnostic radiology and radiation protection within the scope of the Virtual University of Bavaria and test them in practice. MATERIALS AND METHODS: In cooperation with residents and board certified radiologists, students developed the virtual course "Web-Based Training (WBT) Radiology" in diagnostic radiology and radiation protection for students in the first clinical semester. A representative target group taken from the student body was asked about the options to get access to the World Wide Web (Internet), and the satisfaction concerning configuration and content of the newly developed program. A comparison was made between the results of the final examination taken by students who made use of the virtual course in addition to conventional lessons and taken by students who did not subscribe to the virtual course and exclusively relied on conventional lessons. In addition, a pilot study was conducted in the winter semester 2002/03, which compared students taking either the traditional lessons or the new virtual course on the Internet. RESULTS: The virtual course-model had test results with a positive trend. All targeted students had Internet access. Constructive criticism was immediately implemented and contributed to rapid optimization. The learning success of the additive or alternative virtual course was in no way less than the learning success achieved with the conventional course. CONCLUSION: The learning success as measure of quality in teaching and the acceptance by students and teachers justify the continuation of this course model and its expansion. Besides enabling the learning in small study groups; the course "WBT Radiology" might not only help implementing the major points of the new AR but might also complement any deficiencies in the current education. Economic aspects may encourage their implementations.
PEDBONE:
the online reference database in paediatric plain film radiography.
ELERA:
A WWW application for evaluating and developing radiologic skills and knowledge(1).
Acad Radiol. 2004 Dec;11(12):1381-8.
Grunewald M, Heckemann RA, Wagner M, Bautz WA, Greess H.
Radiologisches Institut, Universitat Erlangen-Nurnberg, Maximiliansplatz 1, 91054 Erlangen, Germany.
RATIONALE AND OBJECTIVES: To provide an online facility for evaluating, comparing, and building expertise in radiologic anatomy and clinical radiology. MATERIALS AND METHODS: Project participants were recruited from an experienced special interest group of students at the local medical school. A rigid protocol was agreed upon, defining and assigning the tasks of case selection, data entry, test task creation, and peer review. The presentation of test tasks and evaluation of user input was implemented as a custom web application. RESULTS: ELERA, an online assessment and learning resource based on 1,650 pathologic cases and 550 anatomy cases, was created and made publicly accessible as a world wide web application. CONCLUSION: The project design facilitated the creation of a free, highly accessible and user-friendly resource that offers capabilities for individual longitudinal and intersubject comparative assessment. It is available at .
Quality
improvement of resources in radiology on the internet
Rofo. 2005 Apr;177(4):569-75.
Grunewald M, Gebhard H, Wagner M, Bautz WA, Alibek S.
Institut fur
Diagnostische Radiologie, Friedrich-Alexander-Universitat Erlangen-Nurnberg.
markus.grunewald@idr.imed.uni-erlangen.de
Institut fur Diagnostische Radiologie, Friedrich-Alexander-Universitat Erlangen-Nurnberg. markus.grunewald@idr.imed.uni-erlangen.de
PURPOSE: Categorization and evaluation of online teaching files in radiology by representative members of the target group to make the specific search for adequate programs more effective. MATERIALS AND METHODS: A representative team of board qualified radiologists, residents and medical students performed a basic search for radiology teaching files on the Internet using search machines, international mailing lists and link lists to collections of national and international radiological societies and departments. The programs were categorized by language, modality, target group and special features, such as qualification for CME-accreditation. For final evaluation and ranking of the detected files, a questionnaire was developed to assess completeness, image quality, page loading time, layout, orientation, interactivity, annotation and maintenance. The results were stored in an Access database on a web server. A query form in HTML format, including the parameters described above, was made accessible to the online user. RESULTS: A search machine for radiological teaching files (RadList/Entity-link List) was made available online ( www.tnt-radiology.de/radlist and www.tnt-radiology.de/entitylinklist ). A submitted request calls a cgi script that searches the database for the appropriate sites according to the individual search parameters selected by the user. The list of matching URLs is returned to the user as HTML page. Evaluating the single sites by applying the criteria listed above contributed to the quality assurance of the radiological teaching resources on the Internet. CONCLUSION: Adapting a new Internet interface to the particular needs of the user allows a more effective access to specific radiological teaching files online. RadList/Entity-link List ( www.tnt-radiology.de/radlist and www.tnt-radiology.de/entitylinklist ) is conducive to quality improvement and benefits users as well as authors of radiological teaching files on the Internet.
COMPARE/Radiology,
an interactive web-based radiology teaching program: evaluation of user response
Acad Radiol. 2005 Jun;12(6):752-760.
Matthias Wagner, Rolf A. Heckemann, Anton Nömayr, Holger Greess, Werner A. Bautz, Markus Grunewald
Institute of
Diagnostic Radiology, University of Erlangen-Nuremberg, Maximiliansplatz 1,
91054 Erlangen, Germany
Nuclearmedical Clinic, University of Erlangen-Nuremberg, Erlangen, Germany
Imaging
Sciences Department, Imperial College at Hammersmith Hospital Campus, Du Cane
Road, London W12 0NN, United Kingdom
Rationale and
Objectives. The aim of this study is to assess user benefits of COMPARE/Radiology,
a highly interactive World Wide Web–based training program for radiology,
as perceived by its users.
Materials and Methods. COMPARE/Radiology (http://www.idr.med.uni-erlangen.de/compare.htm),
an interactive training program based on 244 teaching cases, was created by
the authors and made publicly available on the Internet. An anonymous survey
was conducted among users to investigate the composition of the program’s
user base and assess the acceptance of the training program. In parallel,
Web access data were collected and analyzed using descriptive statistics.
Results. The group of responding users (n 1370) consisted of 201 preclinical
medical students (14.7%), 314 clinical medical students (22.9%), 359 residents
in radiology (26.2%), and 205 users of other professions (14.9%). A majority
of respondents (1230; 89%) rated the interactivity of COMPARE/Radiology as
good or excellent. Many respondents use COMPARE/Radiology for self-study (971;
70%) and for teaching others (600; 43%). Web access statistics show an increase
in number of site visits from 1248 in December 2002 to 4651 in April 2004.
Conclusion. Users appreciate the benefits of COMPARE/Radiology. The interactive
instructional design was rated positively by responding users. The popularity
of the site is growing, evidenced by the number of network accesses during
the observation period.
Key Words. Educational technology; computer-assisted instruction; education;
distance; problem-based learning; Internet.
