Structured work-based learning in undergraduate clinical radiology immersion experience.

ABSTRACT:

Background

Practical courses in undergraduate medical training often lack a didactic concept. Active participation and learning success largely depend on chance. This study was initiated to evaluate a novel concept of structured work-based learning (WBL) in the course of students' half-day radiology immersion experience (IE).

Methods

This prospective, single-centre cohort study included 228 third-year students of the 2019 summer semester who underwent the obligatory radiology IE at a university hospital. The course was based on a novel structured WBL concept that applied established didactic concepts including blended learning, the FAIR principles of feedback, activity, individualization, and relevance, and Peyton's four-step approach. Outcomes of equal weight were student a

SUBMITTER: Teichgraber U 

PROVIDER: S-EPMC7972199 | biostudies-literature | 2021 Mar

REPOSITORIES: biostudies-literature