时间受限住院医师培训中的在线病例式儿科放射教学

BACKGROUND: Pediatric radiology training is often limited by short clinical rotations, limited case exposure, and the constraints of traditional instructor-centred teaching.

OBJECTIVE: The aim of this study was to design and evaluate an online, case-based educational model to standardize pediatric radiology learning and improve diagnostic competency among radiology residents.

METHODS: Eighteen residents participated in a five-month case-based course (Group 1). The online course consisted of weekly interactive cases delivered through a Telegram channel and a dedicated discussion group, featuring anonymized cases and structured diagnostic questions facilitated by the course instructor. Performance was assessed using pre- and post-course tests. Course perception was further evaluated by comparing the online course with the traditional pediatric radiology course completed by third-year residents (Group 2).

RESULTS: High engagement was observed, with 2,557 participant-instructor interactions recorded. Post-test scores showed significant improvement compared with pre-test baselines (P-value < 0.0001). Compared with traditional course, the online format demonstrated a statistically significant advantage in both achievement of learning goal (P-value = .048) and perceived knowledge gain (P-value = .008). Residents preferred the online course for its focus on real-world diagnostic scenarios, lesion description, and increased confidence in imaging interpretation across different imaging modalities.

CONCLUSION: Sustainable postgraduate education requires flexible, digital strategies to support time-constrained learners. This model effectively complements traditional lectures and clinical rotations while providing a scalable approach to help bridge subspecialty gaps, especially in resource-limited settings. These findings suggest the online case-based approach is not merely a pandemic-era substitute but rather a lasting evolution in global medical training.