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Web-Based Radiology Learning Module Design: The Author Perspective.

Lily M Belfi1, Sheryl G Jordan2

  • 1Department of Radiology, Weill Cornell Medicine, 525 East 68th Street, Room F-054, New York, NY 10065.

Academic Radiology
|April 10, 2021
PubMed
Summary
This summary is machine-generated.

Radiology faculty and residents successfully created 89 e-learning modules, reporting high satisfaction and educational value. This experience enhances subject knowledge and encourages future teaching, benefiting medical education.

Keywords:
ACGMERadiology educationauthorshiplearning modulesmedical studentsradiology residents

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Area of Science:

  • Medical Education
  • Radiology
  • E-learning

Background:

  • E-learning is crucial in radiology education, but resource availability lags behind demand.
  • Many educators create their own e-learning content due to this gap.

Purpose of the Study:

  • To describe the experience of radiology faculty and residents authoring e-learning modules over six years.
  • To assess the perceived educational value and impact of module authorship.

Main Methods:

  • 62 radiology faculty and residents created 89 web-based learning modules between 2014 and 2020.
  • Authors received support and materials for module design.
  • A voluntary, anonymous survey evaluated authors' perspectives post-completion.

Main Results:

  • 100% enjoyed module creation; 97.8% would recommend it.
  • Authors reported high educational value (4.18/5).
  • 65% of residents felt improved information retention; 77.3% were more likely to teach medical students.

Conclusions:

  • Faculty and residents can successfully author innovative e-learning modules with adequate support.
  • Authorship enhances subject knowledge, meets teaching requirements, and fosters interest in medical education.