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Open Access 01-10-2014 | Original Article

Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning

Authors: Kevin P. Murphy, Lee Crush, Eoin O’Malley, Fergus E. Daly, Colm M. P. O’Tuathaigh, Owen J. O’Connor, John F. Cryan, Michael M. Maher

Published in: Insights into Imaging | Issue 5/2014

Abstract

Objectives

To examine the impact that anatomy-focused radiology teaching has on non-examined knowledge regarding radiation safety and radiology as a specialty.

Methods

First-year undergraduate medical students completed surveys prior to and after undertaking the first-year anatomy programme that incorporates radiological anatomy. Students were asked opinions on preferred learning methodology and tested on understanding of radiology as a specialty and radiation safety.

Results

Pre-module and post-module response rates were 93 % (157/168) and 85 % (136/160), respectively. Pre-module and post-module, self-directed learning (SDL) ranked eighth (of 11) for preferred gross-anatomy teaching formats. Correct responses regarding radiologist/radiographer roles varied from 28-94 % on 16 questions with 4/16 significantly improving post-module. Identification of modalities that utilise radiation significantly improved for five of eight modalities post-module but knowledge regarding relative amount of modality-specific radiation use was variable pre-module and post-module.

Conclusions

SDL is not favoured as an anatomy teaching method. Exposure of students to a radiological anatomy module delivered by senior clinical radiologists improved basic knowledge regarding ionising radiation use, but there was no improvement in knowledge regarding radiation exposure relative per modality. A possible explanation is that students recall knowledge imparted in didactic lectures but do little reading around the subject when the content is not examined.

Teaching Points

• Self-directed learning is not favoured as a gross anatomy teaching format amongst medical students.

• An imaging anatomy-focused module improved basic knowledge regarding ionising radiation use.

• Detailed knowledge of modality-specific radiation exposure remained suboptimal post-module.

• Knowledge of roles within a clinical radiology department showed little change post-module.

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Title: Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning
Authors: Kevin P. Murphy
Lee Crush
Eoin O’Malley
Fergus E. Daly
Colm M. P. O’Tuathaigh
Owen J. O’Connor
John F. Cryan
Michael M. Maher
Publication date: 01-10-2014
Publisher: Springer Berlin Heidelberg
Published in: Insights into Imaging / Issue 5/2014
Electronic ISSN: 1869-4101
DOI: https://doi.org/10.1007/s13244-014-0346-0

Keynote webinar | Spotlight on medication adherence

Springer Medicine

Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning

Abstract

Objectives

Methods

Results

Conclusions

Teaching Points

Keynote webinar | Spotlight on medication adherence

Springer Medicine

Abstract

Objectives

Methods

Results

Conclusions

Teaching Points

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