e-Learning in Radiological Image Interpretation for Medical Students: A Systematic Review

Evidence for the effectiveness of radiological image interpretation (RII) e-learning approaches for medical students (MS) is unclear. Therefore, this review evaluated the effectiveness of e-learning interventions for MS RII education. Specifically, it evaluated the impact of instructional design and e-learning delivery on skill acquisition and explored the association between these outcomes and the recommended published curricula.

A systematic search of databases (EmBase [OVID, MEDLINE]), PubMed, Science Direct, Scopus, Web of Science) was conducted to February 2024. Inclusion criteria were MS participating in RII education using e-learning. Outcomes assessed were knowledge and diagnostic-skill capabilities. Quality was appraised using the Modified Medical Education Research Study Quality Instrument. Evidence synthesis was performed via thematic analysis using a deductive and iterative process.

30 moderate quality studies were reviewed. Online learning platforms (n=15) were the most common form of e-learning delivery. 21 studies incorporated interactive learning using various instructional designs. Multiple topics covered in the published curricula were studied, with high-urgency pathologies minimally represented. The findings indicate that experiential learning is important for RII diagnostic-skill development; learning outcomes for pathologies of varying complexity are not equivalent and are impacted by the selection of delivery and instructional design; large case volumes have a strong positive association with RII outcomes.

Interactivity and experiential learning support diagnostic-skill development in RII but are not necessary for radiology knowledge acquisition. There is a paucity of data on the role of case volume on higher-order tasks and educational interventions for high-urgency pathology detection.