Author: Mary Gronberg, Kelly Kisling, Ana Maria Marques da Silva 👨🔬
Affiliation: University of California, San Diego, The University of Texas Southwestern Medical Center, Pontifical Catholic University of Rio Grande do Sul 🌍
Purpose: To evaluate the current status of online teaching in medical physics and identify effective active learning strategies for global medical physics education.
Methods: A scoping review was conducted in PubMed to identify online teaching strategies that enhance knowledge mastery for medical physics students. The search strategy incorporated key concepts of “online teaching strategies” and “medical physics.” A total of 273 full-text articles were retrieved and subsequently filtered using inclusion criteria: full-text availability in English, medical physicists included as learners, integration of online teaching, and evaluation of teaching effectiveness. Teaching effectiveness was categorized using Kirkpatrick’s four-level framework (L1—reaction, L2—learning, L3—behavior, L4—results).
Results: Forty-three articles met the inclusion criteria. Needs assessments were commonly used to inform curriculum development. Most studies described fully online instruction, with a few employing blended or hybrid techniques. Both synchronous and asynchronous teaching methods were reported. Synchronous approaches allowed real-time interaction, while asynchronous methods supported self-paced learning and addressed time zones and internet access challenges. Innovative tools to enhance interaction and feedback included knowledge checkpoints, such as concept inventory multiple-choice exams to assess understanding. Additional online tools included discussion forums, group mind mapping, case studies, and simulations. Most studies focused on student perceptions of the learning experience (L1) and knowledge acquisition via pre- and post-tests (L2). Few studies assessed changes in practice patterns (L3). Reported barriers to education included cultural differences, time zones, language barriers, limited access to technology and the internet, variability in students’ backgrounds and foundational knowledge, and inadequate instructor preparation for the unique demands of remote teaching.
Conclusion: The active learning strategies employed in medical physics education have been identified and analyzed. In partnership with the AAPM Global Medical Physics Education and Training Committee, these findings will guide the development of global education courses.