Impact of Interactive e-Learning Modules on Appropriateness of Imaging Referrals: A Multicenter, Randomized,...

Area of Science:

• Medical Education
• Health Services Research
• Diagnostic Imaging

Background:

• Rising healthcare expenditure on diagnostic imaging investigations.
• Inappropriate ordering of imaging tests is a significant concern.
• Clinical decision rules (CDRs) exist but have low awareness and utilization.

Purpose of the Study:

• To compare the efficacy of interactive e-learning modules versus static CDRs for learning appropriate imaging referrals.
• To assess the perceived impact of e-learning on medical trainees' knowledge.

Main Methods:

• Multicenter, randomized, crossover trial involving medical students and recent graduates.
• Participants used either e-learning modules or static CDRs for pulmonary embolism and cervical spine trauma referrals.
• Online assessments and questionnaires evaluated knowledge acquisition and module feedback.

Main Results:

• The e-learning module group demonstrated significantly better knowledge scores for pulmonary embolism referrals.
• After crossover, participants using the e-learning module showed significant improvement in cervical spine trauma knowledge.
• Both groups reported positive evaluations of the e-learning modules.

Conclusions:

• Interactive e-learning is more effective than static CDRs for improving knowledge on appropriate imaging referrals.
• E-learning's authentic scenarios, feedback, and integration enhance learning impact.
• Implementation of e-learning tools can facilitate appropriate imaging referrals in clinical practice.