Thematic Case Reviews

In these thematic reviews, the organisation and presentation of cases will be based on the latest educational research, including literature exploring the role of expertise in radiologic image interpretation; how to promote active learning in radiology trainees, and activities to simulate how experts through deliberate practice generate a holistic high-level representation of the image, which then fine-tunes the perception of potential lesions. These reviews will leverage on the large database of online published and unpublished (at the moment) "normal" and "abnormal" cases. Selected use of didactic instructional videos will be included.



Sunday, 29 April 2012

Compare and contrast review example from world of art - Exhibition of Matisse Pairs, Pompidou Centre

http://paris-eiffel-tower-news.com/en/2000/matisse-exhibition-paris-centre-pompidou/

http://cahierdeparis.com/en/710/exhibition-at-centre-pompidou-matisse-pairs-and-sets/

Using compare and contrast case review for radiology training

http://learningneuroradiology.blogspot.com/2012/01/case-159-179-compare-and-contrast.html

http://learningneuroradiology.blogspot.com/2012/01/case-180-to-case-199-compare-and.html

http://learningneuroradiology.blogspot.com/2012/03/cortical-infarcts-and-look-alike.html

Using insights from educational psychology of learning to improve the efficiency and effectiveness of radiology training - Compare and contrast deliberate practice

Topic: Using Insights from Educational Psychology of Learning to Improve Efficiency and Effectiveness of Radiology Residency and Fellowship - Compare and Contrast Practice is more effective and efficient than sequential case review

Example below

Subject: Ventricular Tumours

Cited Reference:

http://radiographics.rsna.org/content/22/6/1473.full

First read article

Then study illustrations

Use sequential followed by compare and contrast case review (using illustrations from cited reference to illustrate this strategy of case review) - please refer to article for original illustrations and figure captions (the figures below refer to those from original cited article)

Study table of differential diagnoses and key features carefully

Lastly, you should be able to not only mentally visualize each diagnostic entity, but give a brief description of the relevant diagnostic possibilities when presented with a new case

Ultimately, the test of learning is public recall, explanation, justification and elaboration






Sunday, 22 April 2012

How to leverage on clinical experience / clinical material


Day to day clinical case material à digital record à archive thematic collection à publication / dissemination (traditional and online, print and website / repositories, non interactive and interactive, asynchronous and synchronous feedback)


leading vs managing post

Thursday, 19 April 2012

eLearning - mobile learning

promotes interaction, accessible, rapid feedback, immersive learning

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1020

eLearning - blended learning

well designed online learning content promotes active learning, engagement, and increased time to task resulting in stronger learning effect compared with traditional face to face teaching and learning activities

http://derekbruff.org/blogs/tomprof/2012/04/19/tp-msg-1171-blended-learning-introduction/