Publication: Digital Innovation in Radiology Education: Assessing theImpact of Instagram-Integrated Learning for BreastUltrasound Skill
Authors
Rivadeneira Rojas, Sebastián ; Guzmán-Aroca, Florentina ; Vasileios Rafailidis ; Panos Prassopoulos
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Publisher
Universidad de Murcia: servicio de publicaciones
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DOI
https//doi.org/10.6018/edumed.653581
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info:eu-repo/semantics/article
Description
Abstract
Durante 10 semanas, 38 estudiantes de tercer curso de medicina participaron en uncurso en línea impartido como parte de un taller básico de ecografía mamaria. El objetivo de esteartículo es evaluar en profundidad los efectos de la fase de autoformación en línea. En un grupoexperimental, estos estudiantes interactuaron con una serie de recursos meticulosamente comisariados, públicos y de libre acceso desde Instagram®; un grupo de controlcontinuó con la clase magistral tradicional (conferencias en PowerPoint). La hipótesisexperimental se centró en el aprendizaje de la ecografía mamaria básica mediante la visualizaciónde material público de Instagram y la autoevaluación a través de Kahoot®; Kahoot® no sólo seconvirtió en la plataforma para la entrega de temas y enlaces de Instagram, sino que tambiéncontó con autoevaluaciones continuas para el grupo experimental. El estudio empleó un diseñocuasiexperimental con evaluaciones previas y POST-TESTes y grupos de control. El estudioencontró mejoras significativas en el conocimiento y la confianza entre los estudiantes de medicinaque utilizan intervenciones gamificadas basadas en Instagram. En conocimientos de histología yanatomía, el grupo experimental aumentó las puntuaciones tras la prueba de 6,68 a 8,68, mientrasque el grupo de control mejoró de 4,47 a 5,14. En Física del Ultrasonido, el grupo experimentalaumentó su puntaje de 6.26 a 7.74, en comparación con un aumento modesto del grupo de controlde 4.17 a 4.90. En comprensión de la Anatomía Normal de la Mama, el grupo experimental alcanzóuna puntuación de 6.83, subiendo desde 5.26, mientras que el grupo de control llegó a 6.79 desde4.79. Además, el grupo experimental mostró avances significativos en la identificación dehallazgos benignos y sospechosos de la mama (de 6.07 a 7.49), mientras que el grupo de controlaumentó de 4.52 a 5.63. La autoevaluación indicó una mayor confianza en las habilidades deultrasonido para el grupo experimental. A pesar de estos hallazgos positivos, el tamaño pequeñode la muestra (19 participantes por grupo) limita la generalización. Se recomienda que futurasinvestigaciones incluyan cohortes más grandes y diseños longitudinales para evaluar la retencióndel conocimiento y el impacto de las plataformas de redes sociales en la educación médica,subrayando la creciente aceptación de las redes sociales como herramientas de aprendizaje entrelos estudiantes de la Generación Z
Over a 10-week period, 38 third-year medical students participated in an online courseintegrated into a basic breast ultrasound workshop. The primary objective of this article is tocomprehensively assess the impact of the online self-directed training phase. In the experimentalgroup, students engaged with a curated selection of publicly available audiovisual resourcessourced from Instagram®, while the control group followed traditional instruction throughconventional masterclasses using PowerPoint presentations. The experimental hypothesis positedthat foundational breast ultrasound skills could be effectively acquired through the exploration ofpublic Instagram content combined with self-assessment via Kahoot®. In this context, Kahoot®served not only as the platform for disseminating Instagram-related topics and links but also as atool for ongoing formative assessments within the experimental group. A quasi-experimentaldesign was employed, incorporating pre- and post-assessments and a control group forcomparison. The findings demonstrated significant gains in both knowledge and confidenceamong students exposed to the gamified, Instagram-based intervention. Specifically, in thedomain of Histology and Anatomy, the experimental group improved their post-test scores from6.68 to 8.68, whereas the control group’s scores increased from 4.47 to 5.14. Regarding ultrasoundphysics knowledge, the experimental group's scores rose from 6.26 to 7.74, in contrast to anincrease from 4.17 to 4.90 in the control group. In terms of understanding normal breast anatomy,the experimental group achieved a post-test score of 6.83, while the control group improved from4.79 to 6.79. Moreover, the experimental group demonstrated a marked improvement in theirability to identify benign and suspicious breast findings. Self-assessment data indicated enhancedconfidence in ultrasound skills among experimental group participants, who also reported highlevels of enthusiasm for the program, reflected in an average satisfaction rating of 4.63 out of 5.This elevated satisfaction may contribute to increased program visibility and future enrollment.Despite these encouraging results, the limited sample size (19 participants per group) restricts thegeneralizability of the findings. Future research should involve larger sample sizes andlongitudinal designs to better evaluate knowledge retention and the long-term impact of socialmedia platforms on medical education.
Over a 10-week period, 38 third-year medical students participated in an online courseintegrated into a basic breast ultrasound workshop. The primary objective of this article is tocomprehensively assess the impact of the online self-directed training phase. In the experimentalgroup, students engaged with a curated selection of publicly available audiovisual resourcessourced from Instagram®, while the control group followed traditional instruction throughconventional masterclasses using PowerPoint presentations. The experimental hypothesis positedthat foundational breast ultrasound skills could be effectively acquired through the exploration ofpublic Instagram content combined with self-assessment via Kahoot®. In this context, Kahoot®served not only as the platform for disseminating Instagram-related topics and links but also as atool for ongoing formative assessments within the experimental group. A quasi-experimentaldesign was employed, incorporating pre- and post-assessments and a control group forcomparison. The findings demonstrated significant gains in both knowledge and confidenceamong students exposed to the gamified, Instagram-based intervention. Specifically, in thedomain of Histology and Anatomy, the experimental group improved their post-test scores from6.68 to 8.68, whereas the control group’s scores increased from 4.47 to 5.14. Regarding ultrasoundphysics knowledge, the experimental group's scores rose from 6.26 to 7.74, in contrast to anincrease from 4.17 to 4.90 in the control group. In terms of understanding normal breast anatomy,the experimental group achieved a post-test score of 6.83, while the control group improved from4.79 to 6.79. Moreover, the experimental group demonstrated a marked improvement in theirability to identify benign and suspicious breast findings. Self-assessment data indicated enhancedconfidence in ultrasound skills among experimental group participants, who also reported highlevels of enthusiasm for the program, reflected in an average satisfaction rating of 4.63 out of 5.This elevated satisfaction may contribute to increased program visibility and future enrollment.Despite these encouraging results, the limited sample size (19 participants per group) restricts thegeneralizability of the findings. Future research should involve larger sample sizes andlongitudinal designs to better evaluate knowledge retention and the long-term impact of socialmedia platforms on medical education.
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Citation
Rivadeneira Rojas, S., Rafailidis, V., Guzmán-Aroca, F., & Prassopoulos, P. (2025). Innovación digital en la educación en radiología: evaluación del impacto del aprendizaje integrado con Instagram para la habilidad de ecografía mamaria. Revista Española De Educación Médica, 6(2). https://doi.org/10.6018/edumed.653581
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