Performance of Lecture Versus Integrated Small-Group Radiology Teaching Modalities in the Gross Anatomy Laboratory

Radiology plays a crucial role in diagnosing illness and is increasingly recognized for its significance in medical gross anatomy education. The optimal integration of radiology into the medical curriculum remains a topic of debate. This study explores the impact of radiology teaching modalities on exam performance of first-year medical students and assesses any associated effects on student satisfaction. We compare exam performance of 1851 students on 182 radiology-related questions at New York Institute of Technology College of Osteopathic Medicine New York and Arkansas sites between 2020 and 2023. In 2020 and 2021, radiology was delivered through pre-recorded lectures. In 2022 and 2023, radiology was integrated into the gross anatomy laboratory and presented in interactive small-group sessions alongside the dissection. For each exam question, the percentage of students who provided the correct answer was noted and site-specific as well as combined standardized averages were calculated. We then compared question performance between radiology teaching modalities, including a subset of questions that were repeated under both modalities. We did not find significant differences in radiology question performance between radiology teaching modalities. However, student satisfaction was significantly higher when radiology was integrated into the laboratory compared to when it was delivered via pre-recorded lectures. While there was no noteworthy influence on students' exam results, the small-group sessions were perceived as more beneficial for understanding radiology compared to the lecture-based videos. Maintaining high student satisfaction may influence long-term rather than short-term retention and enhance students' confidence in comprehension of the material.

The online version contains supplementary material available at 10.1007/s40670-025-02529-y.