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      Undergraduate radiology teaching from the student’s perspective

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          To obtain medical students’ evaluation of the quality of undergraduate radiology teaching received, preferred teaching methods and resources. This is a follow-up project to an earlier study of junior doctors who felt that radiology teaching left them ill prepared for medical practice.


          A questionnaire to third and fifth year medical students undertaking clinical rotations at Newcastle University, UK.


          The questionnaire was completed by 57/60 (95 %) of third and 37/40 (93 %) of final year medical students. Students received minimal radiology teaching in pre-clinical years, feeling this was insufficient. The majority of students rated interactive case-based teaching as effective. Self-directed learning resources such as textbooks, journals and even online learning modules were perceived as less effective. Other types of web resources rated higher. Motivation for most students when studying radiology was to achieve learning objectives needed to pass their next exams and/or to improve as a doctor.


          Medical students criticise the lack of radiology teaching in pre-clinical undergraduate years. Radiology teaching should be represented in all undergraduate years, preferably delivered via interactive teaching sessions. Currently available e-learning modules do not meet the students’ learning needs and there is a call for reliable, up-to-date open access electronic resources.

          Main Messages

          • Radiology teaching should be represented in all pre-clinical and clinical undergraduate years.

          • Medical students rate interactive case-based teaching sessions as very effective.

          • There is a call for reliable, up-to-date open access electronic resources for medical students.

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          Most cited references 20

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          Preclinical medical student training in radiology: the effect of early exposure.

          The purpose of this study was to determine whether an integrated radiology curriculum in the first year of medical school changes medical students' attitudes toward radiology or affects their knowledge of radiologic principles. The first-year medical curriculum of a medical school was revised between the 2003 and 2004 academic years to introduce more didactic radiology teaching. Dedicated radiology lectures were introduced, and radiology consult sessions became integral to problem-based learning sessions. A survey was administered between the first and second years of training to assess first-year medical students' attitudes toward radiology and their knowledge of basic radiologic principles. Students who had undertaken the revised curriculum (class of 2008) were compared with students who had undertaken the traditional curriculum (class of 2007). Survey responses were compared with Mann-Whitney rank sum tests. Students exposed to the new curriculum stated that they were more familiar with radiology as a specialty and believed that radiology had greater importance to the overall practice of medicine. They stated that they were more likely to select radiology as a clinical elective, and more of them were considering radiology as a career option. The students who had been exposed to radiology performed better on the test of basic radiologic knowledge. All results were statistically significant. Exposing students to radiology in the first year of medical school improves their impression of radiology as a specialty and increases their interest in radiology as a career. Follow-up surveys will determine whether this effect persists through the clinical years of training and improves the overall impression of radiology within the medical community.
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            Analysis of radiology education in undergraduate medical doctors training in Europe.

            The purpose of the present study is to describe how undergraduate radiology teaching is organized in Europe and to identify important characteristics of undergraduate radiology curriculum. An electronic survey on undergraduate teaching was distributed by the European Society of Radiology (ESR) to 38 national delegates of the ESR Education Committee. The "classic type" of radiology teaching method is more frequent than the "modular type". In 38% of medical training centres the first experience with radiology is in pre-clinical years. The students enrolled in the fourth medical year experience the largest involvement in radiology education. The total number of teaching hours (mean 89 h, median 76 h) varies across the countries and differs depending on the radiological topic (mean across all topics 14.8h, median 13). Written tests and oral exams were the most frequently used examination modes. Clerkships are reported as a key part of training. This first international comparative study of undergraduate radiological curriculum in Europe identifies a large number of differences in curriculum content and teaching methods throughout Europe. More research is needed to establish the radiological educational competences resulting from these differing curricula's to improve and to standardize the teaching according to (inter)national and institutional needs. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.
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              Female medical students' interest in radiology careers.

              Women are underrepresented in radiology. The aim of this study was to measure first-year medical students' level of interest in radiology and their attitudes toward factors that could affect residency specialty choices to further understand how to recruit women into radiology careers. First-year medical students were administered surveys before and after a 7-week required introductory radiology course. Students rated interest in radiology on a scale ranging from 0 to 10 (low to high). Ten factors that could affect residency choice ("competitive residency," "shorter residency," "role models," "more jobs," "above average income," "flexible work hours," "work is technological," "work is visual," "intellectual challenge," and "more patient contact") were each rated as negative, neutral, or positive. Correlations between level of interest in radiology and the 10 factors were analyzed using Spearman's coefficients. The mean levels of interest in radiology were 4.5 for men and 4.0 for women (P = .38) among 116 precourse respondents and 5.2 for men and 4.3 for women (P = .11) among 80 postcourse respondents. The factors most frequently rated as having a positive impact on residency choice were "flexible work hours," "intellectual challenge," "role models," and "more patient contact." Compared with men, women less frequently rated "work is technological" (20% vs 43%; P = .0002) and "work is visual" (50% vs 72%; P = .03) as having a positive impact and more frequently rated "more patient contact" (89% vs 77%; P = .02) as having a positive impact. For women, the strongest correlation between level of interest in radiology and the 10 factors was for "role models" (correlation coefficient = .30, P = .03). Interest in radiology did not differ by gender. Opportunities in radiology for flexible hours, intellectual challenge, patient care, and mentoring should be promoted early in medical education to female students to maintain and increase their interest in radiology.

                Author and article information

                Insights Imaging
                Insights Imaging
                Insights into Imaging
                Springer-Verlag (Berlin/Heidelberg )
                7 December 2012
                7 December 2012
                February 2013
                : 4
                : 1
                : 103-109
                [ ]Department of Radiology, Sunderland Royal Hospital, Sugarland Royal Hospital, Kayll Road, Sunderland, SR4 7TP UK
                [ ]Sunderland Royal Hospital, Sunderland, UK
                © The Author(s) 2012
                Original Article
                Custom metadata
                © The Author(s) 2013


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