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10.1016/j.crad.2021.06.003 http://scihub22266oqcxt.onion/10.1016/j.crad.2021.06.003 34218924!8492024!34218924     free     free     free Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 245.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 245.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 245.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 245.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 245.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 278.79999999999995 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 278.79999999999995 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 278.79999999999995 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 278.79999999999995 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Clin+Radiol 2021 ; 76 (11): 854-860 Nephropedia Template TP {{tp|p=34218924|t=2021. Can training in diagnostic radiology be moved online during the COVID-19 pandemic? UK trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI) e-learning platform |pdf=|usr=}}{{34218924}} gab.com Text Can training in diagnostic radiology be moved online during the COVID-19 pandemic UK trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI) e-learning platform JO: Clin Radiol http://www.kidney.de/pget.php?&tw=1&pmid=34218924 #FOAvip AIM: To assess trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI)) e-learning modules. MATERIALS AND METHODS: A mixed methodology approach was used, with triangulation between a thematic analysis of eight semi-structured interviews from radiology trainees and trainers, and a contextual analysis of 60 free-text feedback comments and module ratings from trainees after completion of R-ITI modules. RESULTS: Three broad themes emerged: "learning the subject matter", "learning the role," and "e-learning preferences". Superficial learning techniques were prevalent when "learning the subject matter" during early training, with e-learning resources providing a good pedagogical fit for this learning. Much of what was considered "learning the role" of the radiologist was learned at the workplace. This included topics with inherent subjectivity, which were difficult to convey with e-learning. Trainees' "e-learning preferences" favoured modules that incorporated many imaging cases with layer annotation, clinical relevance, and self-assessment. CONCLUSIONS: The ease of reproducing imaging studies using the R-ITI platform represents a huge potential for e-learning. Content tailored to the learning needs of the trainee, the appropriateness of the subject matter for an online platform, and the design of the e-learning modules are important considerations. Radiology training also involves important tacit learning and discussions around subjective topics, which are difficult to capture on this platform. Twit Text FOAVip Can training in diagnostic radiology be moved online during the COVID-19 pandemic UK trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI) e-learning platform ????Clin Radiol http://www.kidney.de/pget.php?&tw=1&pmid=34218924 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=34218924 #FOAvip English Wikipedia <ref>{{Cite pmid|34218924}}</ref> Can training in diagnostic radiology be moved online during the COVID-19 pandemic? UK trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI) e-learning platform #MMPMID34218924 Upadhyay N; Wadkin JCR Clin Radiol 2021[Nov]; 76 (11): 854-860 PMID34218924show ga AIM: To assess trainee perceptions of the Radiology-Integrated Training Initiative (R-ITI)) e-learning modules. MATERIALS AND METHODS: A mixed methodology approach was used, with triangulation between a thematic analysis of eight semi-structured interviews from radiology trainees and trainers, and a contextual analysis of 60 free-text feedback comments and module ratings from trainees after completion of R-ITI modules. RESULTS: Three broad themes emerged: "learning the subject matter", "learning the role," and "e-learning preferences". Superficial learning techniques were prevalent when "learning the subject matter" during early training, with e-learning resources providing a good pedagogical fit for this learning. Much of what was considered "learning the role" of the radiologist was learned at the workplace. This included topics with inherent subjectivity, which were difficult to convey with e-learning. Trainees' "e-learning preferences" favoured modules that incorporated many imaging cases with layer annotation, clinical relevance, and self-assessment. CONCLUSIONS: The ease of reproducing imaging studies using the R-ITI platform represents a huge potential for e-learning. Content tailored to the learning needs of the trainee, the appropriateness of the subject matter for an online platform, and the design of the e-learning modules are important considerations. Radiology training also involves important tacit learning and discussions around subjective topics, which are difficult to capture on this platform. |COVID-19/*prevention & control[MESH] |Clinical Competence/*statistics & numerical data[MESH] |Computer-Assisted Instruction/methods[MESH] |Education, Distance/*methods[MESH] |Education, Medical, Graduate/*methods[MESH] |Humans[MESH] |Interviews as Topic[MESH] |Pandemics[MESH] |Radiology/*education[MESH] |SARS-CoV-2[MESH] |Students, Medical/*psychology/statistics & numerical data[MESH]Can training in diagnostic radiology be moved online during the COVID-(epmc).pdf DeepDyve Pubget Overpricing