Modes of information delivery in radiologic anatomy education: Impact on student performance.
OBJECTIVE
This study provides a systematic assessment of different methods of delivering radiologic teaching content (lecture, printed text, and digital content delivery) under standard conditions, enabling comparison of the effectiveness of these methods.


METHODS
A printed atlas of sectional anatomy was used as a standard. Digital content was developed on the basis of the printed atlas. Lecturers used both the printed and the digital content to prepare lectures. Standardized teaching material thus created was presented to second-term undergraduate students who had attended the school's anatomy course, but had not received any radiology teaching. Multiple choice examinations were used to assess the students' ability to recognize anatomical structures in known as well as unknown images. In a survey, the students' subjective experience of the learning process was assessed.


RESULTS
No difference was seen between the groups regarding examination results. Students preferred a combination of digital media and lectures by enthusiastic teachers.


CONCLUSIONS
The shortage of teachers requires a compromise concerning the delivery of radiologic anatomy content in a medical school setting. Based on our results, we recommend a combined approach of lecture and digital content delivery.
Ketelsen
Dominik
D
Department of Diagnostic Radiology, University of Erlangen-Nuremberg, Maximiliansplatz 1, 91054 Erlangen, Germany.
Schrödl
Falk
F
Knickenberg
Inés
I
Heckemann
Rolf A
RA
Hothorn
Torsten
T
Neuhuber
Winfried
W
Bautz
Werner A L
WA
Grunewald
Markus
M
D000715:Anatomy / Q000193:education; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D011871:Radiology / Q000193:education*; D013663:Teaching / Q000379:methods*