title: Medical students and radiology residents: can they learn as effectively with the same educational materials?
abstract: OBJECTIVE
  The purpose of this study was to evaluate the effectiveness of resident-prepared, independent-learning materials for teaching chest radiology to medical students.
  
  
  METHODS
  Students from three U.S. medical schools enrolled in radiology clerkships between March 1998 and June 1998 were randomly divided into control (n = 27) and experimental (n = 31) groups. The experimental group studied 12 chest radiology independent-learning cases (intervention) used to teach radiology residents in a previous study. Both groups took a 36-item, multiple-choice test (previously used to test radiology residents) on three occasions (before intervention [pretest], 1 day after intervention [posttest], and 2-4 weeks after intervention [final examination]). Student scores were then compared with resident scores.
  
  
  RESULTS
  Mean scores were similar across institutions at pretest, but increases at posttest and final examination scores differed across time, school, and group (P < .005). Mean differences in scores between experimental and control groups at pretest, posttest, and 2-4-week final examination were -0.22, 9.79, and 9.14, respectively, demonstrating increased performance at posttesting that remained present (though slightly attenuated) 2-4 weeks later. Comparing performance, residents had mean pretest scores of 19.2 and students of 14.1, a five-point difference attributable to the residents' greater experience. Both residents and students gained approximately nine points at posttest. At final examination, the difference between residents and students was only 1.4 points, suggesting the experimental program (teaching materials) brought students close to the long-term retention shown by residents.
  
  
  CONCLUSIONS
  Independent study of resident-prepared chest radiology teaching cases increased medical student knowledge for at least 2 or 4 weeks after instruction. Although starting at lower knowledge levels, students experienced gains in knowledge comparable to those of residents, suggesting the same materials can be used to teach both students and residents.
authors.affiliation: Department of Radiology, University of Wisconsin Hospital and Clinics, Clinical Science Center, Madison 53792-3252, USA.
authors.forename: J
authors.initials: J
authors.lastname: Collins
authors.forename: J D
authors.initials: JD
authors.lastname: Riebe
authors.forename: M A
authors.initials: MA
authors.lastname: Albanese
authors.forename: N
authors.initials: N
authors.lastname: Dobos
authors.forename: K
authors.initials: K
authors.lastname: Heiserman
authors.forename: S L
authors.initials: SL
authors.lastname: Primack
authors.forename: E A
authors.initials: EA
authors.lastname: Kazerooni
mesh_terms: D004504:Education, Medical, Undergraduate; D006801:Humans; D007396:Internship and Residency; D011871:Radiology / Q000193:education*; D013663:Teaching / Q000379:methods