[Diagnostic imaging in pregraduate integrated curricula]

The Educational Impact of Radiology in Anatomy Teaching: A Field Study Using Cross-Sectional Imaging and 3D Printing for the Study of the Spine

INTRODUCTION

Cross-sectional imaging and 3D printing represent state-of-the-art approaches to improve anatomy teaching compared to traditional learning, but their use in medical schools remains limited. This study explores the utility of these educational tools for teaching normal and pathological spinal anatomy, aiming to improve undergraduate medical education.

MATERIALS AND METHODS

A field study was conducted on a cohort of undergraduate medical students who were exposed to anatomy lessons of the spine considering three learning paradigms: traditional learning, cross-sectional imaging examinations, and 3D printed models. 20 students (intervention group) received the three approaches, and other 20 students (control group) received the conventional (traditional) approach. The students were examined through a multiple-choice test and their results were compared to those of a control group exposed to traditional learning matched by age, sex and anatomy grades. In addition, students in the experimental group were assessed for their satisfaction with each learning method by means of an ad hoc questionnaire.

RESULTS

Students exposed to cross-sectional imaging and 3D printing demonstrated better knowledge outcomes compared to the control group. They showed high satisfaction rates and reported that these technologies enhanced spatial understanding and facilitated visualization of specific pathologies. However, limitations such as the representativeness of non-bone conditions in 3D printed models and the need for further knowledge on imaging fundamentals were highlighted.

CONCLUSION

Cross-sectional imaging and 3D printing offer valuable tools for enhancing the teaching of spinal anatomy in undergraduate medical education. Radiologists are well positioned to lead the integration of these technologies, and further research should explore their potential in teaching anatomy across different anatomical regions.

[Case-based interactive PACS learning: introduction of a new concept for radiological education of students]

PURPOSE

Medical curricula are currently being reformed in order to establish superordinated learning objectives, including, e.g., diagnostic, therapeutic and preventive competences. This requires a shifting from traditional teaching methods towards interactive and case-based teaching concepts. Conceptions, initial experiences and student evaluations of a novel radiological course Co-operative Learning In Clinical Radiology (CLICR) are presented in this article.

MATERIALS AND METHODS

A novel radiological teaching course (CLICR course), which combines different innovative teaching elements, was established and integrated into the medical curriculum. Radiological case vignettes were created for three clinical teaching modules. By using a PC with PACS (Picture Archiving and Communication System) access, web-based databases and the CASUS platform, a problem-oriented, case-based and independent way of learning was supported as an adjunct to the well established radiological courses and lectures. Student evaluations of the novel CLICR course and the radiological block course were compared.

RESULTS

Student evaluations of the novel CLICR course were significantly better compared to the conventional radiological block course. Of the participating students 52% gave the highest rating for the novel CLICR course concerning the endpoint overall satisfaction as compared to 3% of students for the conventional block course. The innovative interactive concept of the course and the opportunity to use a web-based database were favorably accepted by the students. Of the students 95% rated the novel course concept as a substantial gain for the medical curriculum and 95% also commented that interactive working with the PACS and a web-based database (82%) promoted learning and understanding.

CONCLUSION

Interactive, case-based teaching concepts such as the presented CLICR course are considered by both students and teachers as useful extensions to the radiological course program. These concepts fit well into competence-oriented curricula.

[Co-operative Learning In Clinical Radiology (CLICR): introducing a novel teaching concept in radiology in the context of competence-oriented curricula]

INTRODUCTION

Medical curricula are currently being reformed in order to establish interactive and case-based teaching concepts. Here we present a novel radiological course combining several innovative training components and report our initial experience with its practical implementation and the students' evaluation of it.

METHODS

A novel longitudinal radiological teaching course was established, integrated with the medical curriculum and evaluated systematically. Radiology case vignettes were created for three clinical teaching modules. Using a PC with PACS access, web-based databases and CASUS cases, a problem-oriented, case-based, and independent way of learning was implemented, which served as a complementary form of teaching to established radiology courses and lectures.

RESULTS

In student evaluations the novel CLICR course fared significantly better than the conventional radiology block course. More than 50% of the participating students gave the highest rating for 'overall satisfaction' with the novel CLICR course compared to only 3% for 'overall satisfaction' with the conventional block course. A similar trend was observed for the other endpoints. Both the innovative interactive concept of the course and the opportunity to use a web-based database has been favourably accepted by students.

CONCLUSION

An interactive, case-based teaching concept like the presented CLICR course, and web-based databases appear to be useful extensions to the radiology course programme.