TEACHING PHYSICS TO RADIOLOGY RESIDENTS: INITIAL OUTCOMES OF INTERACTIVE LECTURE BASED APPROACH WITH IMMEDIATE SUMMATIVE EVALUATION.

Abstract

OBJECTIVE: We present a new educational approach to teaching physics to radiology residents. The hypothesis is that consecutive 3 to 4 day interactive physics lectures followed immediately by a summative written evaluation will facilitate greater retention of core physics concepts. We present initial outcome of this new technique.

MATERIALS AND METHODS: The study was conducted in de partment of Radiology, Shifa International Hospital, Islamabad, Pakistan between January 2012 to January 2014. Modified curriculum was developed with two major changes: replacing didactic lectures with interactive format and changing to curriculum of short modules followed immediately by a written exam. Lectures were based on interactive group discussions with facilitating medical physicist.

RESULTS: Average percentage physics test scores of residents in tests taken before and after trial of new curriculum showed 25% improvement. Post-trial survey demonstrated 54% respondents (n=7) thought that new interactive lecture based approach with immediate summative evaluation was ‘extremely effective’ and 38% (n=5) thought of it as ‘moderately effective’. When asked whether the newly tried physics curriculum seems a better option to meeting both academic and professional needs, 61% (n=8)‘strongly agree’ while another 7% (n=1) ‘agree’. 46% percent of respondents (n=6) ‘disagree’, while 15% (n=2) of residents ‘strongly disagree’. When asked to directly compare the two curricula in terms of implementation, 85% (n=11) of residents thought that the new curriculum is much better.

CONCLUSION: Compared with prior didactic lecture based approach with quarterly exam, the change to interactive approach with immediate evaluation has provided better results.

KEY WORDS: Physics, radiology residents, interactive lecture approach