CC BY-NC-ND 4.0 · The Arab Journal of Interventional Radiology 2018; 02(03): S19
DOI: 10.1055/s-0041-1730694
Abstract

Using Telemeeting Application Versus Face-To-Face Teaching in Afternoon Rounds in Radiology Residency in 2 Accredited Training Centers in Saudi Arabia

Basim Felemban
Radiology Department, AlNoor Specialist Hospital, Makkah, Saudi Arabia
,
Amal Abdulaziz Salem
Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia
,
Basmah Mohammad Allugmani
Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia
,
Saja Samir Hafiz
Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia
,
Noura Abdulaziz Alnajdi
Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia
,
Sultan Albargi
Radiology Department, AlNoor Specialist Hospital, Makkah, Saudi Arabia
› Author Affiliations

Background: Online lecture or what called “videoconferencing” is an innovative tool that could provide a high-quality learning experience, and it has the privilege of being, cost-effective, time-saving, and the possibility of being conducted over multiple remote sites, on a larger number of people. In this study, we aim to compare between online and face-to-face teaching in the means of effectiveness and satisfaction among radiology residents in tow centers of Saudi board. Methods: Two interventional Lectures held at two different radiology departments centers of Saudi board. One of the two lectures was face-to-face at one center and online at the other. The other lecture was conducted the other way. Hard copy tests containing seven questions about each topic were distributed among residents who attended the lectures. The residents were required to answer these seven questions before (pretest) and after (posttest) to assess the level of knowledge before and after the lectures about the provided topic. Four questions about the satisfaction of the residents regarding this experience were added to the posttest paper. Results: Twenty-six subjects were included in the study. Most of them (41%) at the third level of the residency program (R3). There is an increase in means of the total score of answers after the two lecture, but these changes are not statistically significant except in the face-to-face center at biliary pathologies lecture. Conclusion: The effectiveness of online teaching has been proved to be equal to face-to-face teaching, and even if it was not superior to it in the means of effectiveness, it still holds numerous advantages over it, which might be an indicator for the need of further research and development of online teaching to make it one of the most powerful teaching tools in the upcoming days.



Publication History

Article published online:
11 May 2021

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