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Comparing active teaching to hybrid lecture-based method for learning radiology basics: A single center controlled

Fabien de Oliveira1, Jean-Paul Beregi1, Hugo Potier2

  • 1Department of Medical Imaging, Plateforme de recherche en imagerie médicale (PRIM), centre hospitalier universitaire de Nîmes, université de Montpellier, Medical Imaging Group Nîmes, Imagine, 30029, Nîmes, France.

Research in Diagnostic and Interventional Imaging
|March 25, 2025
PubMed
Summary
This summary is machine-generated.

The hybrid lecture-based method significantly improved radiology knowledge in medical students compared to full active learning. This teaching approach is more effective for foundational radiology education.

Keywords:
Active learningControlled trialLecture-based teachingMedical educationRadiology

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Area of Science:

  • Medical Education
  • Radiology
  • Pedagogical Methods

Background:

  • Medical students often lack foundational radiology knowledge at the curriculum's outset.
  • The most effective teaching strategy for radiological basics is not well-established.

Purpose of the Study:

  • To compare the effectiveness of a hybrid lecture-based approach versus a full active learning method for teaching radiology basics.
  • To assess the impact of different teaching methods on medical students' short-term and mid-term knowledge acquisition in radiology.

Main Methods:

  • A controlled trial involving second-year medical students at Nîmes University Hospital.
  • Two groups: hybrid lecture-based (lecture + visit) and full active learning (structured visit with objectives).
  • Pretests, immediate post-tests, and two-week follow-up tests were administered to evaluate knowledge progression.

Main Results:

  • Both groups showed significant learning gains, but the hybrid lecture-based group demonstrated greater mean progression.
  • Despite a score decrease at mid-term, the hybrid group maintained significantly superior performance (15.02/20 vs. 12.33/20).

Conclusions:

  • The hybrid lecture-based pedagogical method is more effective than full active learning for teaching foundational radiology to medical students.
  • This study highlights the benefits of a combined lecture and interactive session approach for radiology education.