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EP33158
Poster Title: Trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI) programme: what are the lessons for improving e-Learing in the COVID-19 era
Submitted on 16 Oct 2020
Author(s): N Upadhyay, J Wadkin
Affiliations: Imperial College Healthcare NHS Trust
This poster was presented at BIR Annual Congress 2020
Poster Views: 61
Submitted on 16 Oct 2020
Author(s): N Upadhyay, J Wadkin
Affiliations: Imperial College Healthcare NHS Trust
This poster was presented at BIR Annual Congress 2020
Poster Views: 61
Abstract: Diagnostic radiology has a potentially stronger relationship with e-learning than other medical specialties as imaging studies can be effectively reproduced using online platforms. Introduced by the Royal College of Radiologists and the Department of Health in 2005, the Radiology-Integrated Training Initiative (R-ITI) is an e-learning resource which covers the core radiology curriculum.
During the COVID-19 pandemic, the importance of e-learning and online delivery of resources has become more pertinent than ever. There is limited information in the radiology literature on how radiologists learn, as well as the related question of how this impacts upon e-learning strategies.
A mixed methodology approach with triangulation between a thematic analysis of 8 semi-structured interviews from radiology trainees and trainers was performed. This was conducted alongside a contextual analysis of 60 free text feedback comments from R-ITI modules.
All the interviewees reported using e-learning resources regularly. Trainees voluntarily chose modules which were recommended by peers, or had good reviews posted about them. There were examples of consultants directing trainees to e-learning resources due to time pressures at work. Highly rated modules included the ability for trainees to test themselves whilst completing the content. Other key themes included pedagogical advantages of a layer of annotation over the imaging, with colour coding making the discussion points very clear.
The ease of reproducing imaging studies using online platforms represents a huge potential for e-learning in diagnostic radiology. A greater understanding of how radiologists learn can facilitate the continual development of e-learning strategies.
Summary: Trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI) programme: what are the lessons for improving e-Learning in the COVID-19 era
During the COVID-19 pandemic, the importance of e-learning and online delivery of resources has become more pertinent than ever. There is limited information in the radiology literature on how radiologists learn, as well as the related question of how this impacts upon e-learning strategies.
A mixed methodology approach with triangulation between a thematic analysis of 8 semi-structured interviews from radiology trainees and trainers was performed. This was conducted alongside a contextual analysis of 60 free text feedback comments from R-ITI modules.
All the interviewees reported using e-learning resources regularly. Trainees voluntarily chose modules which were recommended by peers, or had good reviews posted about them. There were examples of consultants directing trainees to e-learning resources due to time pressures at work. Highly rated modules included the ability for trainees to test themselves whilst completing the content. Other key themes included pedagogical advantages of a layer of annotation over the imaging, with colour coding making the discussion points very clear.
The ease of reproducing imaging studies using online platforms represents a huge potential for e-learning in diagnostic radiology. A greater understanding of how radiologists learn can facilitate the continual development of e-learning strategies.
Summary: Trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI) programme: what are the lessons for improving e-Learning in the COVID-19 era
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