CoRad-19 – Modular Digital Teaching during the SARS-CoV-2 Pandemic

TY - JOUR

T1 - CoRad-19 – Modular Digital Teaching during the SARS-CoV-2 Pandemic

AU - Brendlin, Andreas Stefan

AU - Molwitz, Isabel

AU - Oechtering, Thekla Helene

AU - Barkhausen, Jörg

AU - Frydrychowicz, Alex

AU - Sulkowski, Tanja

AU - Balks, Maren Friederike

AU - Buchholz, Michael

AU - Lohwasser, Stefan

AU - Völker, Martin

AU - Goldschmidt, Olaf

AU - Johenning, Anja

AU - Schlender, Sabine

AU - Paulus, Christian

AU - Antoch, Gerald

AU - Dettmer, Sabine

AU - Baeßler, Bettina

AU - Maintz, David

AU - Santos, Daniel Pinto dos

AU - Vogl, Thomas J.

AU - Hattingen, Elke

AU - Stoevesandt, Dietrich

AU - Reinartz, Sebastian

AU - Storz, Corinna

AU - Müller-Peltzer, Katharina

AU - Bamberg, Fabian

AU - Rengier, Fabian

AU - Weis, Meike

AU - Frisch, Anne

AU - Hansen, Nienke Lynn

AU - Kolb, Manuel

AU - Maurer, Michael

AU - Nikolaou, Konstantin

AU - Afat, Saif

AU - Othman, Ahmed E.

PY - 2022/6

Y1 - 2022/6

N2 - PURPOSE: During the SARS-CoV-2 pandemic, higher education worldwide had to switch to digital formats. The purpose of this study was to evaluate CoRad-19, a digital teaching tool created by the German Radiological Society for medical students during the COVID-19 pandemic.MATERIALS AND METHODS: A total of 13 German-speaking universities implemented CoRad-19 in their curriculum and partially or completely replaced their classes with the online courses. Previous experience and contact with radiology and the participants' opinions regarding the medium of e-learning were surveyed using a custom questionnaire. The subjective level of knowledge regarding the individual modules was also surveyed before and after participation to measure learning effects. The data of 994 medical students from the participating sites were analyzed and compared intraindividually using the Friedman test.RESULTS: From 4/1/2020-10/1/2020, 451 complete data sets from a total of 994 surveys were included. E-learning was rated "very useful" both before and after course participation (4 [IQR 3-4], p = 0.527, r = 0.16). E-learning as a method was also rated as a "very good" medium both before and after participation (4 [IQR 3-4], p = 0.414, r = 0.17). After participation, participants rated radiology as particularly suitable for digital teaching (before: 3 [IQR 3-4] vs. after 4 [IQR 3-4], p = 0.005, r = 0.6). Significant learning gains were measurable in all course modules (p ≤ 0.009). Post-hoc analysis showed interest in radiology to increase significantly after course participation (p = 0.02).CONCLUSION: In the representative survey, significant learning effects were observed in all course modules. In addition, it should be particularly emphasized that the students' interest in radiology was increased by course participation. Thus, the German Radiological Society provided significant support to German-speaking medical faculties with respect to maintaining excellent education using CoRad-19.KEY POINT: · Co-Rad-19 course participation results in measurable subjective learning effects and increases student interest in radiology..CITATION FORMAT: · Brendlin AS, Molwitz I, Oechtering TH et al. CoRad-19 - Modular Digital Teaching during the SARS-CoV-2 Pandemic. Fortschr Röntgenstr 2022; 194: 644 - 651.

AB - PURPOSE: During the SARS-CoV-2 pandemic, higher education worldwide had to switch to digital formats. The purpose of this study was to evaluate CoRad-19, a digital teaching tool created by the German Radiological Society for medical students during the COVID-19 pandemic.MATERIALS AND METHODS: A total of 13 German-speaking universities implemented CoRad-19 in their curriculum and partially or completely replaced their classes with the online courses. Previous experience and contact with radiology and the participants' opinions regarding the medium of e-learning were surveyed using a custom questionnaire. The subjective level of knowledge regarding the individual modules was also surveyed before and after participation to measure learning effects. The data of 994 medical students from the participating sites were analyzed and compared intraindividually using the Friedman test.RESULTS: From 4/1/2020-10/1/2020, 451 complete data sets from a total of 994 surveys were included. E-learning was rated "very useful" both before and after course participation (4 [IQR 3-4], p = 0.527, r = 0.16). E-learning as a method was also rated as a "very good" medium both before and after participation (4 [IQR 3-4], p = 0.414, r = 0.17). After participation, participants rated radiology as particularly suitable for digital teaching (before: 3 [IQR 3-4] vs. after 4 [IQR 3-4], p = 0.005, r = 0.6). Significant learning gains were measurable in all course modules (p ≤ 0.009). Post-hoc analysis showed interest in radiology to increase significantly after course participation (p = 0.02).CONCLUSION: In the representative survey, significant learning effects were observed in all course modules. In addition, it should be particularly emphasized that the students' interest in radiology was increased by course participation. Thus, the German Radiological Society provided significant support to German-speaking medical faculties with respect to maintaining excellent education using CoRad-19.KEY POINT: · Co-Rad-19 course participation results in measurable subjective learning effects and increases student interest in radiology..CITATION FORMAT: · Brendlin AS, Molwitz I, Oechtering TH et al. CoRad-19 - Modular Digital Teaching during the SARS-CoV-2 Pandemic. Fortschr Röntgenstr 2022; 194: 644 - 651.

U2 - 10.1055/a-1752-0624

DO - 10.1055/a-1752-0624

M3 - SCORING: Journal article

C2 - 35439829

VL - 194

SP - 644

EP - 651

JO - ROFO-FORTSCHR RONTG

JF - ROFO-FORTSCHR RONTG

SN - 1438-9029

IS - 6

ER -