Student and faculty perceptions of interactive learning in the radiology clerkship.

Abstract

The objective of this research is to develop and evaluate medical students' perceptions of interactive learning techniques for teaching the role of radiology in medical diagnosis to senior medical students. Students in a 4-week radiology clerkship were given specific learning objectives and tasks that enabled them to be actively involved in radiology. Students rotated through six specialty areas in small groups. Some areas used the interactive format, whereas others used the traditional observation method. In the interactive format, clinical faculty involved student groups in examining patients, checking histories, making clinical/radiologic correlations, and discussing cases. Students consistently rated the interactive rotations higher (4.6 on a 5-point scale) than the observer format (3.3). The faculty and residents found the interactive format to be manageable and conducive to learning. Involving students in appropriate decision making and problem solving has proven to be a preferred way to teach radiology to medical students.