Purpose: MRI physics is a challenging subject for radiology residents and comprises a significant portion of the ABR CORE examination, which must be passed to achieve board certification. Despite established needs for increased quality and quantity of radiology physics resources, there is little information regarding the most effective method of engaging learners and delivering this content.
Methods: To assess trainee perceptions of currently available MRI physics learning resources, a needs assessment survey was distributed to current members and recent graduates of our diagnostic radiology residency program. Based on the results of the needs assessment, we created three different types of media illustrating the fundamentals of MRI physics: text with images, text with animations, and a narrated video. Formal evaluation of the media via an institutional review board-approved, experimentally designed study helped us better understand the impact that media format had on deep structure learning, efficiency, and engagement.
Results: Respondents to the needs assessment indicated a desire for physics resources that were visually appealing with simplified details and associated practice questions. Participants demonstrated significant learning across all media formats but rated video as the most engaging media type.
Conclusion: Knowledge of media attributes that positively impact trainee performance may inform content creators and educators alike when designing and distributing educational materials related to MRI physics.
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| http://dx.doi.org/10.1016/j.jacr.2022.03.009 | DOI Listing |
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