Enhancing the radiology learning experience with electronic whiteboard technology.
OBJECTIVE
The purpose of this study is to quantitatively evaluate the use of an interactive whiteboard for use in teaching diagnostic radiology and MRI physics.


METHODS
An interactive whiteboard (SMART Board model 3000i) was used during an MRI physics course and diagnostic radiology teaching conferences. A multiquestion instrument was used to quantify responses. Responses are reported as simple percentages of response number and, for ordinal scale questions, the two-tailed Student's t test was used to assess deviation from the neutral response.


RESULTS
All of the subjects attended all sessions and completed the assessment questionnaire; 89% of respondents said that image quality of the SMART Board was superior to that of a projector-screen combination, 11% said that the image quality was similar, and none said that it was inferior. Sixty-seven percent of respondents said that the SMART Board's display of diagrams was superior to that of a conventional whiteboard, 33% said it was similar, and none said it was inferior. Participants thought that the smaller SMART Board display compared with the projector screen was an unimportant limitation (p = 0.03). Room lighting did not degrade image quality (p = 0.007), and a trend toward preference for the lighted room (while using the SMART Board) was detected (p = 0.15) but was not significant. The impact of the SMART Board on the visual material and flow of teaching sessions was favorable (p = 0.005). All of the subjects preferred the SMART Board over a traditional projector and screen combination.


CONCLUSIONS
Learners endorsed that the SMART Board significantly enhanced learning, universally preferring it to the standard projector and screen approach. Major advantages include enhanced engagement of learners; enhanced integration of images and annotations or diagrams, including display of both images and diagrams simultaneously on a single screen; and the ability to review, revise, save, and distribute diagrams and annotated images. Disadvantages include cost and potentially complicated setup in very large auditoriums.
Lipton
Michael L
ML
Gruss Magnetic Resonance Research Center, Department of Radiology, Albert Einstein College of Medicine and Montefiore Medical Center, Bronx, NY 10461, USA. michael.lipton@einstein.yu.edu
Lipton
Leah G
LG
D003194:Computer-Assisted Instruction / Q000295:instrumentation*; D004503:Education, Medical, Graduate / Q000379:methods*; D004867:Equipment Design; D006801:Humans; D008029:Lighting; D008279:Magnetic Resonance Imaging; D010825:Physics / Q000193:education; D011871:Radiology / Q000193:education*