CoRad-19-Modular Digital Teaching during the SARS-CoV-2 Pandemic

被引：5

作者：

Brendlin, Andreas Stefan ^{[1
]}

Molwitz, Isabel ^{[2
]}

Oechtering, Thekla Helene ^{[3
,4
]}

Barkhausen, Joerg ^{[4
]}

Frydrychowicz, Alex ^{[4
]}

Sulkowski, Tanja ^{[4
]}

Balks, Maren Friederike ^{[4
]}

Buchholz, Michael ^{[4
]}

Lohwasser, Stefan ^{[5
]}

Voelker, Martin ^{[5
]}

Goldschmidt, Olaf ^{[5
]}

Johenning, Anja ^{[5
]}

Schlender, Sabine

Paulus, Christian

Antoch, Gerald ^{[6
]}

Dettmer, Sabine ^{[7
]}

Baessler, Bettina ^{[8
]}

Maintz, David ^{[9
]}

dos Santos, Daniel Pinto ^{[10
]}

Vogl, Thomas J. ^{[10
]}

Hattingen, Elke ^{[11
]}

Stoevesandt, Dietrich ^{[12
]}

Reinartz, Sebastian ^{[13
]}

Storz, Corinna ^{[14
]}

Mueller-Peltzer, Katharina ^{[15
]}

Bamberg, Fabian ^{[15
]}

Rengier, Fabian ^{[16
]}

Weis, Meike ^{[17
]}

Frisch, Anne ^{[18
]}

Hansen, Nienke Lynn ^{[19
]}

Kolb, Manuel

Maurer, Michael

Nikolaou, Konstantin

Afat, Saif ^{[1
]}

Othman, Ahmed E. ^{[1
,20
]}

机构：

[1] Eberhard Karls Univ Tubingen, Dept Diagnost & Intervent Radiol, Tubingen, Germany

[2] Univ Med Ctr Hamburg Eppendorf, Dept Diagnost & Intervent Radiol & Nucl Med, Hamburg, Germany

[3] Univ Wisconsin Madison, Dept Radiol, Madison, WI USA

[4] Univ Hosp Schleswig Holstein, Dept Radiol & Nucl Med, Lubeck, Germany

[5] German Roentgen Soc, Deutsch Rontgengesell, Berlin, Germany

[6] Univ Hosp Essen, Dept Diagnost & Intervent Radiol, Essen, Germany

[7] Hannover Med Sch, Dept Diagnost & Intervent Radiol, Hannover, Germany

[8] Univ Wurzburg, Inst Radiol, Wurzburg, Germany

[9] Univ Hosp Cologne, Dept Radiol, Cologne, Germany

[10] Univ Hosp Frankfurt, Dept Diagnost & Intervent Radiol, Frankfurt, Germany

[11] Univ Hosp Frankfurt, Inst Neuroradiol, Frankfurt, Germany

[12] Martin Luther Univ Halle Wittenberg, Dept Radiol, Halle, Germany

[13] Rhein Westfal TH Aachen, Dept Diagnost & Intervent Radiol, Aachen, Germany

[14] Univ Freiburg, Univ Med Ctr Freiburg, Dept Neuroradiol, Fac Med, Freiburg, Germany

[15] Univ Freiburg, Univ Med Ctr Freiburg, Dept Diagnost & Intervent Radiol, Fac Med, Freiburg, Germany

[16] Univ Heidelberg Hosp, Clin Diagnost & Intervent Radiol, Heidelberg, Germany

[17] Heidelberg Univ, Univ Med Ctr Mannheim, Med Fac Mannheim, Dept Radiol & Nucl Med, Mannheim, Germany

[18] Charite, Dept Diagnost & Intervent Radiol, Berlin, Germany

[19] MVZ Rheinlandarzte GmbH, Dept Diagnost & Intervent Radiol, Willich, Germany

[20] Univ Med Ctr, Dept Neuroradiol, Mainz, Germany

来源：

ROFO-FORTSCHRITTE AUF DEM GEBIET DER RONTGENSTRAHLEN UND DER BILDGEBENDEN VERFAHREN | 2022年 / 194卷 / 06期

关键词：

radiology; reaching; education; COVID-19; E-Learning;

D O I：

10.1055/a-1752-0624

中图分类号：

R8 [特种医学]; R445 [影像诊断学];

学科分类号：

1002 ; 100207 ; 1009 ;

摘要：

Purpose During the SARS-CoV-2 pandemic, higher education worldwide had to switch to digital formats. The purpose of this study was to evaluate CoRad-19, a digital teaching tool created by the German Radiological Society for medical students during the COVID-19 pandemic. Materials and Methods A total of 13 German-speaking universities implemented CoRad-19 in their curriculum and partially or completely replaced their classes with the online courses. Previous experience and contact with radiology and the participants' opinions regarding the medium of e-learning were surveyed using a custom questionnaire. The subjective level of knowledge regarding the individual modules was also surveyed before and after participation to measure learning effects. The data of 994 medical students from the participating sites were analyzed and compared intraindividually using the Friedman test. Results From 4/1/202010/1/2020, 451 complete data sets from a total of 994 surveys were included. E-learning was rated very useful both before and after course participation (4 [IQR 34], p = 0.527, r = 0.16). E-learning as a method was also rated as a very good medium both before and after participation (4 [IQR 34], p = 0.414, r = 0.17). After participation, participants rated radiology as particularly suitable for digital teaching (before: 3 [IQR 34] vs. after 4 [IQR 34], p = 0.005, r = 0.6). Significant learning gains were measurable in all course modules (p = 0.009). Post-hoc analysis showed interest in radiology to increase significantly after course participation (p = 0.02). Conclusion In the representative survey, significant learning effects were observed in all course modules. In addition, it should be particularly emphasized that the students' interest in radiology was increased by course participation. Thus, the German Radiological Society provided significant support to German-speaking medical faculties with respect to maintaining excellent education using CoRad-19.

引用

页码：644 / 651

页数：8

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