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Informatics in Radiology

Initial Experiences in Radiology e-Learning¹

¹ From the Department of Radiology, University of Palermo, Palermo, Italy (G.S., F.C., G.C., R.L.); and the Departments of Pediatrics (D.M.D.) and Radiology (M.P.D.), University of Iowa Hospitals and Clinics, 2617 JCP, 100 Hawkins Dr, Iowa City, IA 52242. Preliminary work on an e-learning environment was presented as an infoRAD exhibit at the 2004 RSNA Annual Meeting. Received April 24, 2006; revision requested July 27 and received September 15; accepted October 18. G.S. owns and operates NeuroRAD; D.M.D. and M.P.D. own and operate PediatricEducation.org; all remaining authors have no financial relationships to disclose. Address correspondence to D.M.D. (e-mail: donna-dalessandro{at}uiowa.edu).

The use of two different educator-centric learning management systems (LMSs), Moodle and Manila, for radiology e-learning was formatively evaluated and the implications of the future use of LMSs in radiology education were explored. NeuroRAD, a neuroradiologic digital library and learning community, is implemented with Moodle, one of the most popular open-source educator-centric LMSs. Pediatric-Education.org, a pediatric digital library and learning community, is implemented with Manila, a commercial educator-centric LMS. Quantitative and qualitative analyses of these LMSs were performed with World Wide Web server log file statistical programs and user-submitted comment forms. In 2005, NeuroRAD was used by 9959 visitors, who read 98,495 pages of information, whereas PediatricEducation .org was used by 91,000 visitors, who read 186,000 pages of information. Visitors represented a wide spectrum of medical learners and used the sites to answer clinical questions; to prepare for lectures, conferences, and informal teaching sessions; and to stay up-to-date and prepare for examinations. Early results indicate that radiology learning communities can be implemented with educator-centric LMSs relatively easily and at low cost by radiologists with minimal computer expertise, and can find receptive and appreciative audiences. Online radiology learning communities could play a significant role in providing education to radiologists the world over throughout their careers.

© RSNA, 2007

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