ePoster
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Presentation Description
Megan Anakin1
Josie Macfarlane1,2 and Alexandra McHaffie1,2
1 University of Otago
2 Te Whatu Ora
Josie Macfarlane1,2 and Alexandra McHaffie1,2
1 University of Otago
2 Te Whatu Ora
Background
Medical imaging is core to clinical practice; however, junior doctors report they do not feel adequately prepared by their medical imaging curriculum for practice.1 This feeling might be related to how students experience an integrated medical imaging curriculum. In a previous study involving medical students and clinical educators, we found that when medical imaging learning is integrated into other areas of the medical curriculum, it appears to be experienced an two sets of contradictory states, which impacts assessment.2 We wondered if how we could investigate these findings further.
Medical imaging is core to clinical practice; however, junior doctors report they do not feel adequately prepared by their medical imaging curriculum for practice.1 This feeling might be related to how students experience an integrated medical imaging curriculum. In a previous study involving medical students and clinical educators, we found that when medical imaging learning is integrated into other areas of the medical curriculum, it appears to be experienced an two sets of contradictory states, which impacts assessment.2 We wondered if how we could investigate these findings further.
Summary of work
Our analysis was underpinned by an interpretive perspective where we viewed learning, teaching, knowledge application, and assessment as socially situated activities. Previous research findings2 and new interview data generated with junior doctors were analysed with a reflexive thematic approach guided by principles of assessment.3
Results
If medical imaging is experienced as ‘everywhere and nowhere, and ‘repetitive and patchy’ then assessment may be less visible, unpredictable, and provide incomplete feedback than ideally possible. Additionally, students were rarely asked to perform demonstrations of applied understandings, therefore the frequency of assessing how student complete medical imaging related tasks could be increased to emphasise assessment for learning.
Discussion
These findings can be used to inform curriculum evaluation and assessment development initiatives. Educators can heighten the visibility, predictability, and feedback about medical imaging knowledge and its application to students. An example of an online learning resource will be presented to illustrate how this approach can be applied by clinical educators to other contexts.
Conclusions
The principles of assessment can help us to investigate and alter an integrated medical imaging curriculum.
Implications for further research
A next step will be to evaluate the impact of the assessment embedded in online learning resources on student learning and junior doctors’ feelings about preparedness for practice.
References (maximum three)
- Glenn‐Cox S, Hird K, Sweetman G, Furness E. Radiology teaching for interns: Experiences, current practice and suggestions for improvement. J Med Imaging Radiat Oncol. 2019. 63(4):454-60.
- Ma R, McHaffie A, Subramaniam RM, Anakin M. Student and educator experiences of an integrated medical imaging curriculum. Acad Radiol. 2023. 30(4):765-70.
- Wass V, van der Vleuten C. Chapter 8 Assessment in medical education and training 1. In Y Carter, N Jackson (Eds.). Medical education and training: From theory to delivery. Oxford, UK: Oxford University Press; 2009.