Integrating the ACR Appropriateness Criteria Into the Radiology Clerkship

Comparison of Didactic Format and Group-Based Learning

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1 Citation (Scopus)

Abstract

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.

Original languageEnglish (US)
JournalJournal of the American College of Radiology
DOIs
StateAccepted/In press - 2016

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Radiology
Learning
Teaching
Students
Medical Students

Keywords

  • ACR Appropriateness Criteria
  • American College of Radiology
  • Didactic lectures
  • Educational
  • Group-based learning
  • Imaging
  • Radiology

ASJC Scopus subject areas

  • Radiology Nuclear Medicine and imaging

Cite this

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title = "Integrating the ACR Appropriateness Criteria Into the Radiology Clerkship: Comparison of Didactic Format and Group-Based Learning",
abstract = "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.",
keywords = "ACR Appropriateness Criteria, American College of Radiology, Didactic lectures, Educational, Group-based learning, Imaging, Radiology",
author = "Stein, {Marjorie W.} and Frank, {Susan J.} and Roberts, {Jeffrey H.} and Malka Finkelstein and Moonseong Heo",
year = "2016",
doi = "10.1016/j.jacr.2015.12.020",
language = "English (US)",
journal = "Journal of the American College of Radiology",
issn = "1558-349X",
publisher = "Elsevier BV",

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AU - Roberts, Jeffrey H.

AU - Finkelstein, Malka

AU - Heo, Moonseong

PY - 2016

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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

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KW - Group-based learning

KW - Imaging

KW - Radiology

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