Abstract
ObjectivesTo obtain medical students’ evaluation of the quality of undergraduate radiology teaching received, preferred teaching methods and resources. This is a follow-up project to an earlier study of junior doctors who felt that radiology teaching left them ill prepared for medical practice.MethodsA questionnaire to third and fifth year medical students undertaking clinical rotations at Newcastle University, UK.ResultsThe questionnaire was completed by 57/60 (95 %) of third and 37/40 (93 %) of final year medical students. Students received minimal radiology teaching in pre-clinical years, feeling this was insufficient. The majority of students rated interactive case-based teaching as effective. Self-directed learning resources such as textbooks, journals and even online learning modules were perceived as less effective. Other types of web resources rated higher. Motivation for most students when studying radiology was to achieve learning objectives needed to pass their next exams and/or to improve as a doctor.ConclusionsMedical students criticise the lack of radiology teaching in pre-clinical undergraduate years. Radiology teaching should be represented in all undergraduate years, preferably delivered via interactive teaching sessions. Currently available e-learning modules do not meet the students’ learning needs and there is a call for reliable, up-to-date open access electronic resources.Main Messages • Radiology teaching should be represented in all pre-clinical and clinical undergraduate years. • Medical students rate interactive case-based teaching sessions as very effective. • There is a call for reliable, up-to-date open access electronic resources for medical students.
Highlights
The importance of undergraduate radiology teaching has been highlighted by recent surveys and publications from the European Society of Radiology, in particular the White paper [1,2,3]
In order to improve our radiology teaching delivery, we conducted a survey amongst medical students in our teaching hospital to learn their views on current teaching and preferred teaching methods and to gather comments on possibilities for improvement from the student perspective
All students highlighted the fact that radiology teaching was non-existent or very scarce in the first 2 years at medical school and over half of all students felt this was too little
Summary
The importance of undergraduate radiology teaching has been highlighted by recent surveys and publications from the European Society of Radiology, in particular the White paper [1,2,3]. In order to improve our radiology teaching delivery, we conducted a survey amongst medical students in our teaching hospital to learn their views on current teaching and preferred teaching methods and to gather comments on possibilities for improvement from the student perspective. In the first 2 years teaching is “system based”, for example teaching of the cardiovascular system includes relevant anatomy, physiology, etc. There is no specific teaching on radiological anatomy. In the fourth year small group “problem-based learning” is undertaken for one term, including specialist imaging modalities relevant to the conditions under discussion.
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