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Rating: 4.9/5 (32 votes cast)

Theme: 7BB Approaches to teaching and learning
Abstract Title: Three different learning methods of neonatal chest x-ray interpretation: A one-year follow up in 6th year medical students at Medical Education Center Chiangrai Prachanukroh hospital
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Authors

  • Uhkrit Jirapiti
  • Jintana Intachumpoo
  • Supalert Nedsuwan

Institution

  • Medical Education Center Chiangrai Prachanukroh Hospital - Pediatric - Chiangrai - Thailand
Background

Neonatal chest x-ray (CXR) interpretation was taught in 5th year medical

 

students as in my previous study.

 

As we have known, different teaching methods will influence learners in different ways of learning.

 

This study aims to follow up and assess one-year outcome of 3 learning methods. 

Summary of Work

During the pediatric rotation,in  5th year medical students learned neonatal CXR

interpretation by using

 

3 different methods:

 

A was assigned for lecture-based learning

 

B was assigned to follow ward round with neonatologist

 

C was given instruction files for self-study

 

After 1 year of study, they were tested for

 

I. 12 neonatal CXR questions 

 

II. Questionnaire assessing students’ confidence

in CXR interpretation using 1-5 rating scale

 

III. students’ most favorite

learning method 

Summary of Results

‚Äč25 medical students were enrolled in this study.

 

  

 

 

 

Conclusion

Self-directed learning group achieved the best score which also correlated with students’ radiology examination grade.

 

Students’ self-confidence and their favorite learning methods were high in lecture-based group and ward round with specialist group.

 

It is the challenge for the educators to inspire, encourage and promote self-directed learning for the students.

Take-home Messages

Self-directed learning is effective method and should be encouraged more in Thai students.

References

Jirapiti U. Comparing The Best Learning Methods of Neonatal Chest X-ray Interpretation by 5th Year Medical students Within a Limited Time. In; AMEE conference; 2014 Aug 30-Sep 3; Milan, Italy

Background
Summary of Work
Summary of Results
Conclusion
Take-home Messages
References
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