Diagnostic imaging learning resources evaluated by students and recent graduates.

Area of Science:

• Veterinary Education
• Diagnostic Imaging Training
• Medical Learning Resources

Background:

• Effective learning resources are crucial for developing problem-solving and clinical skills in diagnostic imaging.
• Understanding veterinary students' perceptions of resource usefulness is key to optimizing training programs.

Purpose of the Study:

• To explore veterinary students' perceptions of the usefulness of various learning resources for diagnostic imaging.
• To compare resource usefulness across different student levels (third-year, final-year, recent graduates) and preparation types (academic vs. clinical).

Main Methods:

• Questionnaires were administered to 139 third-year students, 105 final-year students, and 56 recent graduates.
• Resources were categorized into abstract/low complexity, abstract/high complexity, concrete/low complexity, and concrete/high complexity.
• Perceived usefulness was analyzed based on student level and academic versus clinical preparation.

Main Results:

• Lower-level students found abstract/low-complexity resources more useful for academic preparation and concrete resources for clinical preparation.
• Higher-level students and recent graduates also favored abstract/low-complexity resources for academic preparation.
• Lecture notes were universally highly useful; multimedia slideshows complemented notes effectively. Web-based repositories faced accessibility and usability challenges.

Conclusions:

• Traditional abstract/low-complexity resources remain highly valuable across various student levels and contexts.
• Concrete/high-complexity resources require better alignment with clinical practice to enhance their perceived usefulness for clinical preparation.
• Optimizing diagnostic imaging education necessitates a balanced approach, leveraging traditional resources while improving the clinical relevance of practical training.