RATIONALE AND OBJECTIVES: This study provides a systematic assessment of different methods of delivering radiologic teaching content (lecture, printed text, and digital content delivery) under standard conditions, enabling comparison of the effectiveness of these methods. MATERIALS AND METHODS: A printed atlas of sectional anatomy was used as a standard. Digital content was developed on the basis of the printed atlas. Lecturers used both the printed and the digital content to prepare lectures. Standardized teaching material thus created was presented to second-term undergraduate students who had attended the school's anatomy course, but had not received any radiology teaching. Multiple choice examinations were used to assess the students' ability to recognize anatomical structures in known as well as unknown images. In a survey, the students' subjective experience of the learning process was assessed. RESULTS: No difference was seen between the groups regarding examination results. Students preferred a combination of digital media and lectures by enthusiastic teachers. CONCLUSIONS: The shortage of teachers requires a compromise concerning the delivery of radiologic anatomy content in a medical school setting. Based on our results, we recommend a combined approach of lecture and digital content delivery.
RATIONALE AND OBJECTIVES: This study provides a systematic assessment of different methods of delivering radiologic teaching content (lecture, printed text, and digital content delivery) under standard conditions, enabling comparison of the effectiveness of these methods. MATERIALS AND METHODS: A printed atlas of sectional anatomy was used as a standard. Digital content was developed on the basis of the printed atlas. Lecturers used both the printed and the digital content to prepare lectures. Standardized teaching material thus created was presented to second-term undergraduate students who had attended the school's anatomy course, but had not received any radiology teaching. Multiple choice examinations were used to assess the students' ability to recognize anatomical structures in known as well as unknown images. In a survey, the students' subjective experience of the learning process was assessed. RESULTS: No difference was seen between the groups regarding examination results. Students preferred a combination of digital media and lectures by enthusiastic teachers. CONCLUSIONS: The shortage of teachers requires a compromise concerning the delivery of radiologic anatomy content in a medical school setting. Based on our results, we recommend a combined approach of lecture and digital content delivery.
Authors: Fabian Rengier; Sara Doll; Hendrik von Tengg-Kobligk; Joachim Kirsch; Hans-Ulrich Kauczor; Frederik L Giesel Journal: Eur Radiol Date: 2009-12 Impact factor: 5.315
Authors: Ana Yoe-Cheng Chang Chan; Eugene J F M Custers; Maarten Simon van Leeuwen; Ronald L A W Bleys; Olle Ten Cate Journal: Med Sci Educ Date: 2019-05-30