TY - JOUR
T1 - Integrating the ACR Appropriateness Criteria into the Radiology Clerkship
T2 - Comparison of Didactic Format and Group-Based Learning
AU - Stein, Marjorie W.
AU - Frank, Susan J.
AU - Roberts, Jeffrey H.
AU - Finkelstein, Malka
AU - Heo, Moonseong
N1 - Publisher Copyright:
© 2016 American College of Radiology.
PY - 2016/5/1
Y1 - 2016/5/1
N2 - Purpose The aim of this study was to determine whether group-based or didactic teaching is more effective to teach ACR Appropriateness Criteria to medical students. Methods An identical pretest, posttest, and delayed multiple-choice test was used to evaluate the efficacy of the two teaching methods. Descriptive statistics comparing test scores were obtained. Results On the posttest, the didactic group gained 12.5 points (P <.0001), and the group-based learning students gained 16.3 points (P <.0001). On the delayed test, the didactic group gained 14.4 points (P <.0001), and the group-based learning students gained 11.8 points (P <.001). The gains in scores on both tests were statistically significant for both groups. However, the differences in scores were not statistically significant comparing the two educational methods. Conclusions Compared with didactic lectures, group-based learning is more enjoyable, time efficient, and equally efficacious. The choice of educational method can be individualized for each institution on the basis of group size, time constraints, and faculty availability.
AB - Purpose The aim of this study was to determine whether group-based or didactic teaching is more effective to teach ACR Appropriateness Criteria to medical students. Methods An identical pretest, posttest, and delayed multiple-choice test was used to evaluate the efficacy of the two teaching methods. Descriptive statistics comparing test scores were obtained. Results On the posttest, the didactic group gained 12.5 points (P <.0001), and the group-based learning students gained 16.3 points (P <.0001). On the delayed test, the didactic group gained 14.4 points (P <.0001), and the group-based learning students gained 11.8 points (P <.001). The gains in scores on both tests were statistically significant for both groups. However, the differences in scores were not statistically significant comparing the two educational methods. Conclusions Compared with didactic lectures, group-based learning is more enjoyable, time efficient, and equally efficacious. The choice of educational method can be individualized for each institution on the basis of group size, time constraints, and faculty availability.
KW - ACR Appropriateness Criteria
KW - American College of Radiology
KW - didactic lectures
KW - educational
KW - group-based learning
KW - imaging
KW - radiology
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U2 - 10.1016/j.jacr.2015.12.020
DO - 10.1016/j.jacr.2015.12.020
M3 - Article
C2 - 26908202
AN - SCOPUS:84969424038
SN - 1546-1440
VL - 13
SP - 566
EP - 570
JO - Journal of the American College of Radiology
JF - Journal of the American College of Radiology
IS - 5
ER -