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      Problem-based learning for radiological technologists: a comparison of student attitudes toward plain radiography

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          Abstract

          Background

          Knowledge and skill expected of healthcare providers continues to increase alongside developments in medicine and healthcare. Problem-based learning (PBL) is therefore increasingly necessary in training courses for radiological technologists. However, it is necessary to evaluate the effects of PBL to completely introduce it in our education programs. As a Hypothesis, it seems that a change occurs in the student’s attitudes by participating in PBL practical training. There is the Semantic Differential (SeD) technique as a method to identify student’s attitudes. We conceived that PBL could be appropriately evaluated by using SeD technique. In this paper, we evaluated PBL for plain radiography practical training using the SeD technique.

          Methods

          Thirty-eight third-year students studying radiological technology participated. PBL was introduced to practical training in plain radiography positioning techniques. Five sessions lasting 5 h each were delivered over a 5-week period during November to December 2012. The clinical scenario was an emergency case with multiple trauma requiring plain radiography. Groups comprising approximately eight students created workflows for trauma radiography with consideration of diagnostic accuracy and patient safety. Furthermore, students groups conducted plain radiography on a patient phantom according to created workflows and were then guided by feedback from professional radiologists. All students answered SeD questionnaires to assess views on plain radiography before instruction to provide preliminary practical training reports and after completing practical training.

          Results

          The factors were identified using factor analysis of the questionnaires, which were answered before and after each practical training session. On evaluation of the relationships between factors and question items according to factor loading, we identified “reluctance”, “confidence”, and “exhaustion” as the predominant attitudes before practical training. Similarly, we identified “expectation”, “self-efficacy”, and “realness” as the predominant attitudes after practical training. The attitudes toward plain radiography changed before and after PBL practical training.

          Conclusions

          The attitude of self-efficacy was noted after practical training, which incorporated PBL. Student self-efficacy was thought to increase through self-directed learning, which is one of the aims of PBL. Although the influences of other lectures and training, which were performed in parallel with the PBL practice training, were not completely excluded, and although the number of study participants was small, we were able to confirm the effects of PBL.

          Electronic supplementary material

          The online version of this article (doi:10.1186/s12909-016-0753-7) contains supplementary material, which is available to authorized users.

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          Most cited references17

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          Adaptation in natural and artificial systems: an introductory analysis with applications to biology, control, and artificial intelligence

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            Problem-Based Versus Conventional Curricula: Influence on Knowledge and Attitudes of Medical Students Towards Health Research

            Background Medical education curricula in developing countries should emphasize training in health research. This study compares the knowledge and attitudes towards health research between undergraduate medical students undertaking Problem Based Learning (PBL) versus conventional Lecture Based Learning (LBL). Methods Two groups comprising 66 (LBL) and 84 (PBL) 4th and 5th year students from the medical college of Aga Khan University were administered a structured and validated questionnaire. Knowledge and attitudes of the two groups were recorded on a scale (graduated in percentages) and compared for statistical difference. Results PBL students scored 54.0% while LBL students scored 55.5% on the knowledge scale [p-value; 0.63]. On the attitudes scale, PBL students scored 75.5% against a 66.7% score of LBL students [p-value; 0.021]. A higher proportion of PBL students (89%) had participated in research activities compared to LBL students (74%) and thus felt more confident in conducting research and writing a scientific paper. Conclusion The PBL students showed slightly healthier attitudes towards health research compared to LBL students. Both groups demonstrated a similar level of knowledge about health research. The positive impact of the PBL curriculum on attitudes of medical students towards health research may help in improving research output from developing countries in future.
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              Comparing three experiential learning methods and their effect on medical students' attitudes to learning communication skills.

              Despite numerous studies exploring medical students' attitudes to communication skills learning (CSL), there are apparently no studies comparing different experiential learning methods and their influence on students' attitudes. We compared medical students' attitudes to learning communication skills before and after a communication course in the data as a whole, by gender and when divided into three groups using different methods. Second-year medical students (n = 129) were randomly assigned to three groups. In group A (n = 42) the theatre in education method, in group B (n = 44) simulated patients and in group C (n = 43) role-play were used. The data were gathered before and after the course using Communication Skills Attitude Scale. Students' positive attitudes to learning communication skills (PAS; positive attitude scale) increased significantly and their negative attitudes (NAS; negative attitude scale) decreased significantly between the beginning and end of the course. Female students had more positive attitudes than the male students. There were no significant differences in the three groups in the mean scores for PAS or NAS measured before or after the course. The use of experiential methods and integrating communication skills training with visits to health centres may help medical students to appreciate the importance of CSL.
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                Author and article information

                Contributors
                terapist@med.hokudai.ac.jp
                trusty0808@gmail.com
                kkisa@med.hokudai.ac.jp
                kawabata@med.hokudai.ac.jp
                oga@hs.hokudai.ac.jp
                Journal
                BMC Med Educ
                BMC Med Educ
                BMC Medical Education
                BioMed Central (London )
                1472-6920
                5 September 2016
                5 September 2016
                2016
                : 16
                : 1
                : 236
                Affiliations
                [1 ]Faculty of Health Sciences, Hokkaido University, Kitaku N12 W5, Sapporo, Hokkaido 060-0821 Japan
                [2 ]Graduate School of Health Sciences, Hokkaido University, Kitaku N12 W5, Sapporo, Hokkaido 060-0821 Japan
                [3 ]Kutchan-Kosei General Hospital, N4 E1, Kutchan, Hokkaido 044-0004 Japan
                [4 ]Department of Medical Education and General Medicine, Graduate School of Medicine, Hokkaido University, Kitaku N15 W7, Sapporo, Hokkaido Japan
                Author information
                http://orcid.org/0000-0002-8628-0204
                Article
                753
                10.1186/s12909-016-0753-7
                5011837
                27595706
                7f2aa819-bb92-4598-a25b-da79de241bbb
                © The Author(s). 2016

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

                History
                : 29 March 2016
                : 24 August 2016
                Categories
                Research Article
                Custom metadata
                © The Author(s) 2016

                Education
                problem-based learning,student’s attitude,semantic differential technique,factor analysis,radiological technologist,plain radiography practical training,self-efficacy

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