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Exploring Communication Dynamics and Perceptions in Radiology Readouts: A Comparative Analysis of Peer and Mentored

Anna Isahakyan1, Maryam Asoodar1, Bjorn B de Koning2,3

  • 1School of Health Professions Education, Department of Educational Development and Research, Maastricht University, Maastricht, the Netherlands.

Teaching and Learning in Medicine
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PubMed
Summary

Medical students perceive peer interactions in radiology readouts as fostering articulation but causing uncertainty. Teacher interactions provide certainty and deeper insights, highlighting complementary roles in diagnostic reasoning.

Keywords:
Mentored learningmedical educationpeer learningqualitative researchradiologyspeech act theoryverbal communicationsvisual problem-solving

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Area of Science:

  • Medical Education
  • Radiology Training
  • Communication in Healthcare

Background:

  • Radiology readouts are crucial for medical education, involving peer and mentored learning.
  • Communication dynamics and student perceptions in these settings are not well understood.
  • This study explores medical students' views on peer vs. teacher interactions in radiology education.

Purpose of the Study:

  • To examine medical students' perceptions of peer and mentored learning during radiology readouts.
  • To analyze verbal communication patterns within these educational interactions.
  • To understand how different interaction types influence diagnostic reasoning and uncertainty management.

Main Methods:

  • Qualitative observational study at Maastricht University (April-May 2023).
  • Observed student-student and student-teacher interactions during radiology readouts.
  • Conducted semi-structured interviews with students.
  • Categorized verbal communication using an adapted Verbal Response Modes (VRM) taxonomy.
  • Thematic analysis of interview data.

Main Results:

  • Student-teacher interactions featured more interpretation and advisement compared to student-student interactions.
  • Peer interactions involved more disclosure and confirmation in cognitive structuring.
  • Students perceived teacher interactions as providing certainty and enhancing thought processes.
  • Students felt peer interactions facilitated verbalization of thoughts but increased uncertainty.

Conclusions:

  • Teacher interactions are more responsive and directive, promoting certainty and in-depth discussion.
  • Peer interactions support articulation but can lead to perceived uncertainty.
  • Both interaction types play complementary roles in developing diagnostic reasoning and managing uncertainty in radiology education.