Structured work-based learning in undergraduate clinical radiology immersion experience.

Area of Science:

• Medical Education
• Radiology Training
• Work-Based Learning

Background:

• Undergraduate medical courses often lack structured didactic concepts, impacting learning success.
• This study addresses the need for structured learning in practical medical training.
• A novel structured work-based learning (WBL) concept was developed for radiology immersion experiences (IE).

Purpose of the Study:

• To evaluate a novel structured work-based learning (WBL) concept in undergraduate radiology immersion experiences (IE).
• To assess student and supervisor satisfaction with the structured WBL approach.
• To determine the achievement of intended learning outcomes using the structured WBL method.

Main Methods:

• Prospective, single-centre cohort study of 228 third-year medical students.
• Implementation of a structured WBL concept incorporating blended learning, FAIR principles, and Peyton's four-step approach.
• Assessment of student and supervisor satisfaction via surveys; evaluation of learning outcomes through mini-clinical evaluation exercises and interviews.

Main Results:

• High student satisfaction (99.0%) with the structured WBL, with expectations exceeded.
• Supervisors rated cognitive and psychomotor competence achievement as excellent; affective competence varied.
• 75.0% of supervisors were satisfied with the focus on learning outcomes and student preparation.

Conclusions:

• The novel structured work-based learning (WBL) concept achieved high satisfaction among students and supervisors in clinical radiology immersion experiences (IE).
• The structured WBL approach demonstrated promising results in achieving intended learning outcomes.
• This model offers a valuable framework for enhancing practical medical education.