➡ One 'digital literary' capability development 'search path' is:
Start with - radiology of skull lesions (Google text - key word - phrase - search) - focus on first page of results (will discuss how understanding search engine optimisation algorithms applies to this process)
Also do this - radiology of skull lesions (Google image search) - review breadth - spectrum of images presented - then click through to source and review
Repeat this process with 'key words' and phrases - from first set of results, iteratively, over several cycles.
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Pons Escoda, A., Naval Baudin, P., Mora, P. et al. Imaging of skull vault tumors in adults. Insights Imaging 11, 23 (2020). https://doi.org/10.1186/s13244-019-0820-9
https://insightsimaging.springeropen.com/articles/10.1186/s13244-019-0820-9
Gomez, C. K., Schiffman, S. R., & Bhatt, A. A. (2018). Radiological review of skull lesions. Insights into imaging, 9(5), 857–882. https://doi.org/10.1007/s13244-018-0643-0
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6206383/
Ugga, L., Cuocolo, R., Cocozza, S., Ponsiglione, A., Stanzione, A., Chianca, V., D'Amico, A., Brunetti, A., & Imbriaco, M. (2018). Spectrum of lytic lesions of the skull: a pictorial essay. Insights into imaging, 9(5), 845–856. https://doi.org/10.1007/s13244-018-0653-y
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6206388/
Colas L, Caron S, Cotten A. Skull Vault Lesions: A Review. AJR Am J Roentgenol. 2015 Oct;205(4):840-7. doi: 10.2214/AJR.14.13415. PMID: 26397334.
https://www.ajronline.org/doi/pdfplus/10.2214/AJR.14.13415
I. Lloret, A. Server & I. Taksdal (2009) Calvarial Lesions: A Radiological Approach to Diagnosis, Acta Radiologica, 50:5, 531-542, DOI: 10.1080/02841850902795274
https://www.tandfonline.com/doi/full/10.1080/02841850902795274
Arana E, Martí-Bonmatí L. CT and MR imaging of focal calvarial lesions. AJR Am J Roentgenol. 1999 Jun;172(6):1683-8. doi: 10.2214/ajr.172.6.10350315. PMID: 10350315.
https://www.ajronline.org/doi/pdf/10.2214/ajr.172.6.10350315
Hernan R. Bello, Joseph A. Graves, Saurabh Rohatgi, Mona Vakil, Jennifer McCarty, Rudy L. Van Hemert, Stephen Geppert, and Ryan B. Peterson. Skull Base–related Lesions at Routine Head CT from the Emergency Department: Pearls, Pitfalls, and Lessons Learned. RadioGraphics 2019 39:4, 1161-1182
https://pubs.rsna.org/doi/full/10.1148/rg.2019180118
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Above shared on focused internal WhatsApp tutorial discussion group Wednesday:
Just focus on 1. Images, and 2. Captions, and 3. Takeaways.
Learn to 1. Recognise, 2. Diagnose and defend diagnosis, 3. Articulate your approach. Briefly.
I would like each of you to find one useful review. Open access online. And share on this WhatsApp group. By 5pm this Thursday.
And ... I request each tutorial participant to bring along one personal takeaway from 1) review of curated articles on this topic; and .. 2) in addition to contributing one open access online resource or article on this topic, what you leant from this resource or article (that you found), and the search process - please post this resource or article on this WhatsApp forum by 5pm today, Thursday.
Post your found additional online resource, or article today by 5pm. Bring along your personal takeaways to discuss during 'live' online Zoom tutorial tomorrow Friday @ 0745am.
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Below 15 online articles-reviews sourced and shared by tutorial participants-pre2B FRCR residents on Thursday:
Kunimatsu, A., & Kunimatsu, N. (2017). Skull Base Tumors and Tumor-Like Lesions: A Pictorial Review. Polish journal of radiology, 82, 398–409. https://doi.org/10.12659/PJR.901937
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5540006/?report=classic
Thust, S. C., & Yousry, T. (2016). Imaging of skull base tumours. Reports of practical oncology and radiotherapy : journal of Greatpoland Cancer Center in Poznan and Polish Society of Radiation Oncology, 21(4), 304–318. https://doi.org/10.1016/j.rpor.2015.12.008
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4899432/
Simin Bahrami and Catherine M. Yim. Quality Initiatives: Blind Spots at Brain Imaging. RadioGraphics 2009 29:7, 1877-1896 https://pubs.rsna.org/doi/full/10.1148/rg.297095123
Earwaker J. Anatomic variants in sinonasal CT. Radiographics. 1993 Mar;13(2):381-415. doi: 10.1148/radiographics.13.2.8460226. PMID: 8460226. https://pubmed.ncbi.nlm.nih.gov/8460226/
Rajakulasingam R, Botchu R, Vemuri VN, James SL, Subbarao K, Davies AM. Skull Imaging-Radiographs and CT revisited. Neurol India. 2020 Jul-Aug;68(4):732-740. doi: 10.4103/0028-3886.293481. PMID: 32859809. https://pubmed.ncbi.nlm.nih.gov/32859809/
Streicher, D.A.; Lee, M.J.; Allen, J.W.; Mullins, M.E.. Approach to Interpretation and Pictorial Review of the Radiographic Appearance of Calvarial Lesions in Adults. Neurographics, Volume 7, Number 2, 1 April 2017, pp. 101-114(14). https://doi.org/10.3174/ng.2170194
https://www.ingentaconnect.com/content/asnr/ng/2017/00000007/00000002/art00004#expand/collapse
Choudhary, G., Udayasankar, U., Saade, C., Winegar, B., Maroun, G., & Chokr, J. (2019). A systematic approach in the diagnosis of paediatric skull lesions: what radiologists need to know. Polish journal of radiology, 84, e92–e111. https://doi.org/10.5114/pjr.2019.83101
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6479152/
Colas L, Caron S, Cotten A. Skull Vault Lesions: A Review. AJR Am J Roentgenol. 2015 Oct;205(4):840-7. doi: 10.2214/AJR.14.13415. PMID: 26397334. https://pubmed.ncbi.nlm.nih.gov/26397334/
Iman Khodarahmi, Hamza Alizai, Majid Chalian, Erin F. Alaia, Christopher J. Burke, Shira E. Slasky, and Cornelia Wenokor. Imaging Spectrum of Calvarial Abnormalities. RadioGraphics 2021 41:4, 1144-1163
https://pubs.rsna.org/doi/abs/10.1148/rg.2021200198
Ronald B. J. Glass, Sandra K. Fernbach, Karen I. Norton, Paul S. Choi, and Thomas P. Naidich. The Infant Skull: A Vault of Information. RadioGraphics 2004 24:2, 507-522
https://pubs.rsna.org/doi/10.1148/rg.242035105
Yim, Younghee & Moon, Won-Jin & An, Hyeong & Cho, Joon & Rho, Myung. (2016). Imaging Findings of Various Calvarial Bone Lesions with a Focus on Osteolytic Lesions. Journal of the Korean Society of Radiology. 74. 43. 10.3348/jksr.2016.74.1.43.
https://www.researchgate.net/publication/291396524_Imaging_Findings_of_Various_Calvarial_Bone_Lesions_with_a_Focus_on_Osteolytic_Lesions
Savarese, Leonor & Cintra, Murilo & Simão, Gustavo & Nogueira-Barbosa, Marcello & Bellucci, Angela & Teixeira, Sara. (2015). Calvarial Lesions in Children: A systematic approach based on clinical and imaging findings.
https://www.researchgate.net/publication/285927500_Calvarial_Lesions_in_Children_A_systematic_approach_based_on_clinical_and_imaging_findings
Welker KM, DeLone DR, Lane JI, Gilbertson JR. Arrested pneumatization of the skull base: imaging characteristics. AJR Am J Roentgenol. 2008 Jun;190(6):1691-6. doi: 10.2214/AJR.07.3131. PMID: 18492926. https://pubmed.ncbi.nlm.nih.gov/18492926/
Ju, H., & Paycha, F. (2021). Osteoblastic and hyperostotic craniofacial lesion detected by 99mTc-labeled methylene diphosphonate bone scintigraphy and single-photon emission computed tomography/computed tomography: a pictorial essay. Nuclear medicine communications, 42(2), 117–126. https://doi.org/10.1097/MNM.0000000000001318
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7808364/
https://www.asnr.org/neurographics/5/1/19/ScalpLesions_files/frame.htm
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⬇
For quick review before, and discussion during 'live' tutorial session
Reflect on the well know aphorism "You see what you look for, you look for what you know"
"Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples
Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning."
above from
Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14. http://dx.doi.org/10.15694/mep.2016.000105
"By reviewing research on medical performance and education, the author describes evidence for these representations and their development within the expert- performance framework. He uses the research to generate suggestions for improved training of medical students and professionals. Two strategies— designing learning environments with libraries of cases and creating opportunities for individualized teacher-guided training—should enable motivated individuals to acquire a full set of refined mental representations. Providing the right resources to support the expert- performance approach will allow such individuals to become self-regulated learners—that is, members of the medical community who have the tools to improve their own and their team members’ performances throughout their entire professional careers.'
from abstract of
Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Acad Med. 2015 Nov;90(11):1471-86. doi:10.1097/ACM.0000000000000939. PubMed PMID: 26375267.
What is the message from the "yellow curve" below?
"How could one use this material to dramatically reduce case review time?
Reduce study time?
Reduce residency duration?
Use training time in other ways?"
"How would you use this material to develop confidence and familiarity with less common conditions?
Given that time is limited."
"How do you stay sharp, not rusty, get better (sharper)."
[Practice. With feedback. With reflection. With increasing difficulty. Systematically. Regularly. With material that is at hand. At your finger tips.]
-Poh Sun (posted on 7 February 2018 @ 0358am)
This article investigates the relation between mind wandering and the spacing effect in inductive learning. Participants studied works of art by different artists grouped in blocks, where works by a particular artist were either presented all together successively (the massed condition), or interleaved with the works of other artists (the spaced condition). The works of 24 artists were shown, with 12, 15, or 18 works by each artist being provided as exemplars. Later, different works by the same artists were presented for a test of the artists' identity. During the course of studying these works, participants were probed for mind wandering. It was found that people mind wandered more when the exemplars were presented in a massed rather than in a spaced manner, especially as the task progressed. There was little mind wandering and little difference between massed and spaced conditions toward the beginning of study. People were better able to correctly attribute the new works to the appropriate artist (inductive learning) when (a) they were in the spaced condition and (b) they had not been mind wandering. This research suggests that inductive learning may be influenced by mind wandering and that the impairment in learning with massed practice (compared to spaced practice) may be attributable, at least in part, to attentional factors-people are "on task" less fully when the stimuli are massed rather than spaced.above abstract from
Inductive learning -- that is, learning a new concept or category by observing exemplars -- happens constantly, for example, when a baby learns a new word or a doctor classifies x-rays. What influence does the spacing of exemplars have on induction? Compared with massing, spacing enhances long-term recall, but we expected spacing to hamper induction by making the commonalities that define a concept or category less apparent. We asked participants to study multiple paintings by different artists, with a given artist's paintings presented consecutively (massed) or interleaved with other artists' paintings (spaced). We then tested induction by asking participants to indicate which studied artist (Experiments 1a and 1b) or whether any studied artist (Experiment 2) painted each of a series of new paintings. Surprisingly, induction profited from spacing, even though massing apparently created a sense of fluent learning: Participants rated massing as more effective than spacing, even after their own test performance had demonstrated the opposite.
above abstract from
When students encounter a set of concepts (or terms or principles) that are similar in some way, they often confuse one with another. For instance, they might mistake one word for another word with a similar spelling (e.g., allusion instead of illusion) or choose the wrong strategy for a mathematics problem because it resembles a different kind of problem. By one proposition explored in this review, these kinds of errors occur more frequently when all exposures to one of the concepts are grouped together. For instance, in most middle school science texts, the questions in each assignment are devoted to the same concept, and this blocking of exposures ensures that students need not learn to distinguish between two similar concepts. In an alternative approach described in this review, exposures to each concept are interleaved with exposures to other concepts, so that a question on one concept is followed by a question on a different concept. In a number of experiments that have compared interleaving and blocking, interleaving produced better scores on final tests of learning. The evidence is limited, though, and ecologically valid studies are needed. Still, a prudent reading of the data suggests that at least a portion of the exposures should be interleaved.
above quote from
Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24, 355-367
"Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples
Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning."
above from
Goh, P.S. A series of reflections on eLearning, traditional and blended learning. MedEdPublish. 2016 Oct; 5(3), Paper No:19. Epub 2016 Oct 14. http://dx.doi.org/10.15694/mep.2016.000105
Goh P, Learning Analytics in Medical Education , MedEdPublish, 2017, 6, [2], 5, doi:https://doi.org/10.15694/mep.2017.000067
Matt M. Cirigliano, Charlie Guthrie, Martin V. Pusic, Anna T. Cianciolo, Jennifer E. Lim-Dunham, Anderson Spickard III & Valerie Terry (2017) “Yes, and …” Exploring the Future of Learning Analytics in Medical Education, Teaching and Learning in Medicine, 29:4, 368-372, DOI: 10.1080/10401334.2017.1384731
Chan, T., Sebok-Syer, S., Thoma, B., Wise, A., Sherbino, J. and Pusic, M. Learning Analytics in Medical Education Assessment: The Past, The Present and The Future. Education and Training, April 2018.
https://onlinelibrary.wiley.com/doi/abs/10.1002/aet2.10087
