Development of an Interactive Canine Radiology Atlas in the form

of an Apple iBook Moseley M, Thompson M, Wood C.

Mentors: Carney K, Rowe J, Gambino J, and Perkins J.Center for Innovation in Veterinary Education and Technology (CIVET),

Lincoln Memorial University – College of Veterinary Medicine

Objectives:

Background Methods Future Directions

• Veterinary students struggle with diagnostic imaging and translating the radiographic image to the anatomical structures already learned.• Historically finding time in the curriculum to teach radiographic normals has been

difficult.

• Students often supplement didactic course work and traditional teaching format work with technology to assist their learning. In recent years there has been a slow rise in flipped classroom approaches across the country, 3D anatomy videos and interactive teaching modules which are popular means to assist students’ active learning.(1,2)

• In recent years, a decline in board-certified radiologists in universities has driven universities to find out-of-house radiologists to teach lectures, which is considerably costly. This current model is not sustainable and there is need for additional resources that students can reference beyond the visiting imaging professor’s lecture.

• In 2017, there was a need to fill 70 jobs in radiology, but only 43 new diplomates entered the American College of Veterinary Radiologists (ACVR) to begin residency training (4). Universities across the U.S. are having problems filling radiology positions; for example “all four of Michigan State's radiology positions have been empty for more than a year” (4).

• With student to instructor ratios increasing, students are requesting new ways to access learning materials and instructions that provides higher clinical relevance.

• Lincoln Memorial University - College of Veterinary Medicine (LMU-CVM) is capitalizing on the preferences and skill sets of modern students to address student concerns and observed deficiencies.

• We hypothesize that students will benefit from the use of this iBook and will demonstrate a preference for electronic media to supplement and guide their learning in class and in the radiology reading room setting.

References:1; Borchering, N., Fleagle, T., et al. Application of Flipped Classroom Pedagogy to the Human Gross Anatomy Laboratory: Student Preferences and Learning Outcomes [Internet]. Anatomical Sciences Education; 2017 [cited 2018 Oct 24]. Available from: https://onlinelibrary-wiley-com.lmunet.idm.oclc.org/doi/full/10.1002/ase.1755.2; Clunie, L., Joynes, V., et al. How Comprehensive Are Research Studies Investigating the Efficacy of Technology-Enhanced Learning Resources in Anatomy Education? A Systematic Review [Internet]. Anatomical Sciences Education; 2017 [cited 2018 Oct 24]. Available from: https://onlinelibrary-wiley-com.lmunet.idm.oclc.org/doi/abs/10.1002/ase.1762.3; Chutinan, S., Park, S., and Riedy, C. Student performance in a flipped classroom dental anatomy course [Internet] European Journal of Dental Education; 2017 [cited 2018 Oct 25]. Available from: https://onlinelibrary-wiley-com.lmunet.idm.oclc.org/doi/abs/10.1111/eje.12300. 04; Cima, G. Specialists in short supply [Internet]. Journal of the American Veterinary Medical Association; 2018 [cited 6 Nov 2018]. Available from: https://www.avma.org/News/JAVMANews/Pages/181015a.aspx.

• Still images were collected to illustrate best practices for positioning patients and obtainradiographs.

• Radiographs of young, apparently healthy canine were obtained. These included orthogonalviews of the abdomen, thorax, thoracic limb, and pelvic limb.

• Radiographs were edited to include color overlays indicating specific structures.Photoshop CC 2018 by

Adobe Systems (San Jose, CA)

• Video recordings of the canine radiographic positioning were edited to create micro-learningcontent designed to augment the still images obtained for radiographic positioning. iMovie 10.1.8 by Apple

(Cupertino, CA)

• Edited images and video materials were organized into an interactive, multimedia canineradiology iBook with toggled labels, descriptions, overlays, and instructional commentary as well asopportunities for students to customize their experience by adding notes or dictations. iBooks Author

• This iBook resource (radiographic anatomy of the canine abdomen, thorax,forelimb, & hindlimb) will be made available to all students in the upcomingRadiology course at LMU-CVM for use as a supplement to the existing coursematerials and laboratory.

• In the future, these types of asynchronous learning resources will allow for diagnostic imaging instruction earlier in the veterinary curriculum.

• Students will be surveyed using a Likert-style questionnaire at the completion ofindividual class sessions to gather data on the usage and benefits in instructingdiagnostic imaging.

• Students and instructors will also be surveyed at the completion of the study toprovide feedback on design, ease of use, and overall perceptions of the resource.

• Feedback will be used to create additional resources to supplement the diagnostic imaging course, which will be vertically integrated throughout the veterinary curriculum.

• Interactive, non-web-based, downloadable, asynchronous learning resources (eBooks) developed for the Apple iBooks platform are being created to reinforce students’ training. • They will be downloadable onto Apple tablets, phones, and laptops allowing users

to select their preferred device, thereby increasing accessibility to instructional materials.

• Include videos and interactive components and text. • Function like an application, providing easy-to-use features for students.• Fully customizable interface to suit personal study preferences and facilitate

multiple avenues of learning. • Will be comprehensive in multiple disciplines. • Grading tools and class and laboratory screen sharing ability will be embedded.