Effectiveness of Teaching Radiologic Image Interpretation in Gross Anatomy

TLDR

The study, conducted by Erkonen et al., examines the long‑term effectiveness of incorporating radiologic image interpretation into gross anatomy instruction. The authors aimed to assess how teaching radiologic interpretation during a first‑year gross anatomy course affects students’ ability to identify normal anatomic structures. Students identified normal structures on radiographs, CT scans, ultrasounds, and MRIs before, during, and 14–17 months after the radiology portion of the course. Accuracy increased from 17 % on the pre‑test to 88 % immediately after instruction, and 74 % was retained 14–17 months later, indicating durable learning.

Abstract

Erkonen WE, Albanese MA, Smith WL, Pantazis NJ. Effectiveness of teaching radiologic image interpretation in gross anatomy: a long-term follow-up. This prospective study was designed to gauge the effectiveness of teaching radiologic interpretation during a gross anatomy course for first-year medical students by measuring short- and long-term ability to identify normal anatomic structures on radiologic diagnostic images. The evaluation required students to identify normal anatomic structures on radiographs, computed tomographs, ultrasonograms, and magnetic resonance images (MRIs). The assessments were made before (pre-test) and during (post-test) the experimental radiology portion of the gross anatomy course. The students were then retested 14 to 17 months later (long term). The pre-test correct response rate of 17% improved to 88% on the post-tests. After 14 to 17 months, the students had a 74% correct response rate on the same images and anatomic structures. This high level of long-term retention documents the effectiveness of integrating diagnostic radiologic imaging into normal gross anatomy instruction.