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

Emily Resisi1, Aisling Mooney1, Nathan E Thompson1,2

  • 1College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA.

Medical Science Educator
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Summary

Integrating radiology into gross anatomy labs improved medical student satisfaction without affecting exam scores. Interactive sessions were preferred over pre-recorded lectures for understanding radiology concepts.

Keywords:
Gross anatomyMedical educationRadiologyStudent satisfaction

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Area of Science:

  • Medical Education
  • Radiology
  • Gross Anatomy

Background:

  • Radiology is vital for medical diagnosis and increasingly important in gross anatomy education.
  • Optimal integration of radiology into medical curricula is debated.
  • This study investigates radiology teaching methods' impact on first-year medical students.

Purpose of the Study:

  • To compare the impact of different radiology teaching modalities on first-year medical students' exam performance.
  • To assess student satisfaction with various radiology teaching methods.
  • To evaluate the effectiveness of integrated laboratory sessions versus pre-recorded lectures.

Main Methods:

  • Compared exam performance of 1851 students across two sites (2020-2023).
  • Analyzed radiology-related questions, comparing pre-recorded lectures (2020-2021) with integrated laboratory sessions (2022-2023).
  • Calculated correct answer percentages and standardized averages, including repeated questions across modalities.

Main Results:

  • No significant differences in radiology exam performance were found between teaching modalities.
  • Student satisfaction was significantly higher with integrated laboratory sessions compared to pre-recorded lectures.
  • Interactive small-group sessions were perceived as more beneficial for understanding radiology than lecture videos.

Conclusions:

  • Integrating radiology into gross anatomy laboratories enhances student satisfaction.
  • While exam performance was unaffected, interactive teaching methods may improve comprehension and confidence.
  • Higher student satisfaction could positively influence long-term knowledge retention.