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ORIGINAL RESEARCH
Year : 2020  |  Volume : 3  |  Issue : 2  |  Page : 47-53

The impact of a radiological anatomy-based intervention in a gross anatomy course for undergraduate medical students


1 Department of Veterinary and Biomedical Sciences, College of Veterinary Medicine, University of Minnesota, Saint Paul, MN, USA
2 Office of Curricular Affairs, Duke University School of Medicine, Durham, NC, USA

Correspondence Address:
Dr. Roxanne J Larsen
Department of Veterinary and Biomedical Sciences, College of Veterinary Medicine, University of Minnesota, 295 Animal Science Veterinary Medicine Building, 1988 Fitch Avenue, Saint Paul 55108, MN
USA
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/EHP.EHP_19_20

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Background: The integration of radiology into undergraduate medical education is becoming a popular method of providing early and meaningful clinical experiences. Aims and Objectives: The primary aim of our educational intervention was to provide increased radiologic anatomy resources and support to medical students in their first-year preclinical medical school curriculum. An additional objective was to evaluate how the intervention impacted learners through a pretest/posttest protocol and traditional student feedback questionnaires. Method: Two cohorts of first-year medical students voluntarily participated in an assessment of the intervention that required the identification of anatomical structures in radiological images. Changes in learning gain and aggregate scores were calculated, and students' perceptions of the intervention were assessed through open feedback and Likert-style questions at the end of the course. Results: The results revealed a significant increase (P < 0.0001) in absolute learning gain (25.6%–33.1% higher scores) for both cohorts when comparing pretest and posttest responses. Statistical differences (P < 0.05) were found between cohorts in the pretest responses associated with questions on the thorax and those that were based on X-rays and in posttest responses associated with questions at the cognitive level of understanding. Conclusion: This study adds to the growing area of research supporting the integration of early meaningful clinical experiences into undergraduate medical school curricula, especially those that include radiology as a mechanism to connect preclinical courses with clinical training and experience.


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