Innovative testing method for an integrated radiology-histology curriculum.
A module of radiology instruction was incorporated into an existing histology course for first-year medical students (n = 177). An innovative testing methodology for assessing the instructional effectiveness of the integrated radiology-histology module was developed and tested. Test items were designed to measure the students' ability to integrate the two disciplines successfully. Radiologic and histologic images were displayed at each of seven stations, to which the content of the images either were or were not related. The seven stations were incorporated into three traditional histology laboratory examinations. For purposes of data analysis, each test was divided into three components, including histology alone, histology in combination, and radiology in combination. Testing lengths were equated using the Spearman-Brown statistical adjustment. Analysis of the test results showed the reliability coefficients to be comparable to the traditional testing methods used previously in the course. Correct responses were similar in all three sections, ranging between 85 to 97%. This methodology thus appears to be an effective means of testing an integrated curriculum.
Heidger
Paul M
PM
Department of Anatomy and Cell Biology, University of Iowa College of Medicine, Iowa City 52242, USA. paul-heidger@uiowa.edu
Erkonen
William
W
Kreiter
Clarence
C
Pelsang
Retta
R
D000715:Anatomy / Q000193:education*; D003479:Curriculum; D004501:Education, Medical; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D011871:Radiology / Q000193:education*