OBJECTIVES: How do students experience and perceive the innovative undergraduate radiology curriculum at Ghent University, and what explains differences in student perception? METHODS: A survey was presented to the 2008 cohort of students enrolled in the undergraduate medical curriculum at Ghent University. The survey focused on their experiences and perceptions in relation to the innovative undergraduate radiology teaching. RESULTS AND CONCLUSION: The present research results point at a favorable perception of the innovative radiology curriculum components. The study points - both during pre-clinical and clinical years - at the appreciation for curriculum components that combine traditional curriculum components (ex-cathedra lessons with syllabus) with distance learning components such as E-learning and E-testing. In clinical years - as expected - students switch to the application of knowledge and skills and therefore heavily appreciate practice linked curriculum components.
OBJECTIVES: How do students experience and perceive the innovative undergraduate radiology curriculum at Ghent University, and what explains differences in student perception? METHODS: A survey was presented to the 2008 cohort of students enrolled in the undergraduate medical curriculum at Ghent University. The survey focused on their experiences and perceptions in relation to the innovative undergraduate radiology teaching. RESULTS AND CONCLUSION: The present research results point at a favorable perception of the innovative radiology curriculum components. The study points - both during pre-clinical and clinical years - at the appreciation for curriculum components that combine traditional curriculum components (ex-cathedra lessons with syllabus) with distance learning components such as E-learning and E-testing. In clinical years - as expected - students switch to the application of knowledge and skills and therefore heavily appreciate practice linked curriculum components.