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e-Learning in Radiological Image Interpretation for Medical Students: A Systematic Review
Kristal Lee1, Kriscia Tapia1, Patrick C Brennan1
1Discipline of Medical Imaging Science, University of Sydney, City Road, Camperdown, New South Wales, Australia (K.L., K.T., P.C.B., M.E.S., E.E.).
Radiological image interpretation e-learning is effective for medical students' knowledge but requires interactivity and experiential learning for skill development. Large case volumes positively impact outcomes, though high-urgency pathologies are underrepresented in current curricula.
Area of Science:
- Medical Education
- Radiology
- Digital Learning
Background:
- Evidence on e-learning for radiological image interpretation (RII) in medical students (MS) is limited.
- Effectiveness of RII e-learning interventions requires further evaluation.
Purpose of the Study:
- Evaluate e-learning effectiveness for MS RII education.
- Assess impact of instructional design and delivery on skill acquisition.
- Explore links between outcomes and published curricula.
Main Methods:
- Systematic search of multiple databases (EmBase, MEDLINE, PubMed, etc.) up to February 2024.
- Inclusion of studies with MS in e-learning RII education.
- Assessment of knowledge and diagnostic skills, with quality appraisal and thematic analysis.
Main Results:
- 30 moderate-quality studies reviewed; online platforms were common.
- Interactive learning and varied instructional designs were frequent.
- Experiential learning is key for diagnostic skills; outcomes vary by complexity, delivery, and design; large case volumes correlate positively with RII outcomes.
Conclusions:
- Interactivity and experiential learning enhance RII diagnostic skills, but not knowledge acquisition.
- Limited data exists on case volume's role in higher-order tasks and high-urgency pathology detection education.
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