39 Outcomes and potential impact of a virtual hands-on training program on MRI staging confidence and performance in rectal cancer 3 Course set up The course comprised five main steps (as also detailed in Figure 1). Prior to the course, participants were asked to provide baseline information regarding their hospital background, level of expertise in reading rectal MRI and their involvement in colorectal MDT meetings. 1. Pre-course test: To establish their baseline performance, participants were asked to complete a pre-course test. This test involved the MRI staging of the seven test cases (5 staging, 2 restaging). For the two restaging cases, the corresponding baseline images were also available for comparison. During this first step, participants did not have access yet to any of the electronic teaching materials, nor did they receive any feedback on their staging outcomes. The participants were asked to indicate for each case, whether they found the case easy, moderately easy/difficult, or difficult to stage. 2. Online workshop: Participants followed a 6.5-hour interactive online workshop including five radiological lectures and two clinical lectures (followed by live discussion and Q&A) and an interactive virtual case-based MDT demonstration. 3. Independent case readings with online feedback: After completion of steps 1-2, participants got access to the full database of n=70 training cases and all electronic teaching materials. Participants could study these at their own pace over the period of ±one month and received feedback after completion of each individual case via the electronic feedback forms described above (see Supplement 1). 4. Online expert-feedback sessions: After completing the cases, participants were divided into small groups (of ±15 per group) and paired with two expert faculty members per group during a two-hour online discussion session (via Zoom). During these sessions, participants could ask general questions, discuss cases from the case database, and request feedback on their staging errors. Participants were encouraged to send in their questions in advance to allow the faculty to prepare for the sessions and optimize the benefit. 5. Post-course test: Within one week after completion of the expert-feedback sessions, participants were asked to repeat the staging of the seven test cases (i.e. the same cases previously assessed in the pre-course test). The interval between the pre- and post-course test was > 1 month to avoid recall bias. Finally, participants were asked to complete a questionnaire regarding user feedback with respect to the course setup, the benefits of virtual versus onsite training, and the use of the virtual teaching platform (iScore).
RkJQdWJsaXNoZXIy MjY0ODMw