title: Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning.
abstract: OBJECTIVE
  To examine the impact that anatomy-focused radiology teaching has on non-examined knowledge regarding radiation safety and radiology as a specialty.
  
  
  METHODS
  First-year undergraduate medical students completed surveys prior to and after undertaking the first-year anatomy programme that incorporates radiological anatomy. Students were asked opinions on preferred learning methodology and tested on understanding of radiology as a specialty and radiation safety.
  
  
  RESULTS
  Pre-module and post-module response rates were 93 % (157/168) and 85 % (136/160), respectively. Pre-module and post-module, self-directed learning (SDL) ranked eighth (of 11) for preferred gross-anatomy teaching formats. Correct responses regarding radiologist/radiographer roles varied from 28-94 % on 16 questions with 4/16 significantly improving post-module. Identification of modalities that utilise radiation significantly improved for five of eight modalities post-module but knowledge regarding relative amount of modality-specific radiation use was variable pre-module and post-module.
  
  
  CONCLUSIONS
  SDL is not favoured as an anatomy teaching method. Exposure of students to a radiological anatomy module delivered by senior clinical radiologists improved basic knowledge regarding ionising radiation use, but there was no improvement in knowledge regarding radiation exposure relative per modality. A possible explanation is that students recall knowledge imparted in didactic lectures but do little reading around the subject when the content is not examined.
  
  
  CONCLUSIONS
  • Self-directed learning is not favoured as a gross anatomy teaching format amongst medical students. • An imaging anatomy-focused module improved basic knowledge regarding ionising radiation use. • Detailed knowledge of modality-specific radiation exposure remained suboptimal post-module. • Knowledge of roles within a clinical radiology department showed little change post-module.
authors.affiliation: Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland.
authors.forename: Kevin P
authors.initials: KP
authors.lastname: Murphy
authors.forename: Lee
authors.initials: L
authors.lastname: Crush
authors.forename: Eoin
authors.initials: E
authors.lastname: O'Malley
authors.forename: Fergus E
authors.initials: FE
authors.lastname: Daly
authors.forename: Colm M P
authors.initials: CM
authors.lastname: O'Tuathaigh
authors.forename: Owen J
authors.initials: OJ
authors.lastname: O'Connor
authors.forename: John F
authors.initials: JF
authors.lastname: Cryan
authors.forename: Michael M
authors.initials: MM
authors.lastname: Maher
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