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Background <p>Pediatric radiology training is often limited by short clinical rotations, limited case exposure, and the constraints of traditional instructor-centred teaching.</p> Objective <p>The aim of this study was to design and evaluate an online, case-based educational model to standardize pediatric radiology learning and improve diagnostic competency among radiology residents.</p> Methods <p>Eighteen residents participated in a five-month case-based course (Group 1). The online course consisted of weekly interactive cases delivered through a Telegram channel and a dedicated discussion group, featuring anonymized cases and structured diagnostic questions facilitated by the course instructor. Performance was assessed using pre- and post-course tests. Course perception was further evaluated by comparing the online course with the traditional pediatric radiology course completed by third-year residents (Group 2).</p> Results <p>High engagement was observed, with 2,557 participant–instructor interactions recorded. Post-test scores showed significant improvement compared with pre-test baselines (<i>P-</i>value &lt; 0.0001). Compared with traditional course, the online format demonstrated a statistically significant advantage in both achievement of learning goal (<i>P-</i>value = .048) and perceived knowledge gain (<i>P-</i>value = .008). Residents preferred the online course for its focus on real-world diagnostic scenarios, lesion description, and increased confidence in imaging interpretation across different imaging modalities.</p> Conclusion <p>Sustainable postgraduate education requires flexible, digital strategies to support time-constrained learners. This model effectively complements traditional lectures and clinical rotations while providing a scalable approach to help bridge subspecialty gaps, especially in resource-limited settings. These findings suggest the online case-based approach is not merely a pandemic-era substitute but rather a lasting evolution in global medical training.</p> Graphical Abstract <p></p>

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Online case-based pediatric radiology learning in time-constrained residency

  • 期刊论文

  • 发表日期：

    2026年4月23日

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  • Shaimaa AbdelSattar Mohammad,
  • Osama Khaled Elsayed,
  • Assem Karam Abdelwahab,
  • Esraa Nagy,
  • Abeer Maghawry Abdelhameed,
  • Khaled Abouelfotouh Mohamed,
  • Amany Rashad,
  • Hany Atwa

摘要

Background

Pediatric radiology training is often limited by short clinical rotations, limited case exposure, and the constraints of traditional instructor-centred teaching.

Objective

The aim of this study was to design and evaluate an online, case-based educational model to standardize pediatric radiology learning and improve diagnostic competency among radiology residents.

Methods

Eighteen residents participated in a five-month case-based course (Group 1). The online course consisted of weekly interactive cases delivered through a Telegram channel and a dedicated discussion group, featuring anonymized cases and structured diagnostic questions facilitated by the course instructor. Performance was assessed using pre- and post-course tests. Course perception was further evaluated by comparing the online course with the traditional pediatric radiology course completed by third-year residents (Group 2).

Results

High engagement was observed, with 2,557 participant–instructor interactions recorded. Post-test scores showed significant improvement compared with pre-test baselines (P-value < 0.0001). Compared with traditional course, the online format demonstrated a statistically significant advantage in both achievement of learning goal (P-value = .048) and perceived knowledge gain (P-value = .008). Residents preferred the online course for its focus on real-world diagnostic scenarios, lesion description, and increased confidence in imaging interpretation across different imaging modalities.

Conclusion

Sustainable postgraduate education requires flexible, digital strategies to support time-constrained learners. This model effectively complements traditional lectures and clinical rotations while providing a scalable approach to help bridge subspecialty gaps, especially in resource-limited settings. These findings suggest the online case-based approach is not merely a pandemic-era substitute but rather a lasting evolution in global medical training.

Graphical Abstract