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Rethinking Radiology: An Active Learning Curriculum for Head Computed Tomography Interpretation.

Leonardo Aliaga1, Samuel Owen Clarke1

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Active learning significantly improved head computed tomography (CT) interpretation skills for emergency medicine residents compared to passive learning. This head CT curriculum enhanced diagnostic accuracy without additional time or resources.

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Area of Science:

  • Medical Education
  • Radiology
  • Emergency Medicine

Background:

  • Head computed tomography (CT) interpretation is crucial for emergency physicians.
  • Existing literature highlights poor concordance between emergency physicians and radiologists in head CT interpretation.
  • Previous studies utilized passive learning, showing limited effectiveness in addressing this knowledge gap.

Purpose of the Study:

  • To develop and evaluate an active learning curriculum for teaching head CT interpretation to emergency medicine residents.
  • To compare the effectiveness of this active learning strategy against a traditional passive learning approach.

Main Methods:

  • A prospective, randomized controlled study involving emergency medicine residents.
  • Three educational sessions delivered via video conference over three months.
  • Active learning cohort (ALC) used an interactive web-based system (Pascbin) for head CT cases; passive learning cohort (PLC) watched instructional videos of the same cases.
  • Pre- and post-intervention tests were administered and analyzed using t-tests.

Main Results:

  • The active learning cohort showed a significant improvement in mean test scores from 43.8% to 59.0% (P <0.001).
  • The passive learning cohort demonstrated minimal improvement, with mean scores changing from 41.7% to 45.3% (P = 0.29).
  • Post-test scores between the ALC and PLC showed a statistically significant difference (P = 0.009) with a large effect size (Cohen's d = 1.34).

Conclusions:

  • The active learning head CT curriculum using Pascbin yielded superior learning outcomes compared to passive learning.
  • This active learning intervention is effective, learner-centric, and requires no additional time or resources.
  • It presents a more effective method for integrating radiology curricula into emergency medicine residency programs.