Graduate-entry Medical Students Research Articles

Palliative care in a Graduate Entry Medical Curriculum: exploring students' attitudes on the importance of receiving teaching in palliative care.

As people live longer with life-limiting illnesses, there is greater need for skills and knowledge in palliative care (PC). Medical students should acquire the knowledge, attitudes, and confidence during training for future decision-making. However, most graduates across Europe feel unprepared to provide PC. To develop PC training for medical students, we must gain perspective on their understanding of PC and their learning needs. The aim was to investigate graduate entry medical students' views on the importance of education in PC and how well PC topics were covered within their curriculum. The objective was to highlight areas that could be reviewed for future PC curricula. In this prospective quantitative study, penultimate and final-year students were recruited from a graduate entry medical school. Ethical approval was granted. Students completed an online questionnaire. From 281 recruited students, 82 responded. Ninety-five percent of respondents felt everyone should have a PC rotation. The aspects of education perceived to be most important were knowledge of symptom control, communication, ethical issues, self-care, and grief. The only aspect considered well covered within the curriculum was ethical issues. Ninety-six percent of penultimate and 75% of final years wanted more teaching in PC. Graduate entry medical students view PC as a vital subject within their medical school training. The study highlights challenges in providing education and sufficient placement in PC to correlate with the respondents' perceived needs. The findings contribute to the growing literature surrounding the importance of PC education within the medical school curriculum.

Mentoring & support practices for final year medical students during a pandemic – ‘The covid doctors’

BackgroundTransition from final-year medical student to newly graduated doctor is challenging with evidence of associated increased patient mortality and medical errors. Previous work suggests tackling preparedness alone does not ‘solve’ this transition. The current focus on mentoring and support provision during this period and is an under-researched area. The COVID-19 pandemic represents a unique disruptive critical incident in which to examine mentoring and support practices, exposing strengths and weaknesses. The perspectives of this cohort and their implications remains an under-researched area.MethodsIndividual semi-structured interviews were conducted with nine graduate-entry final-year medical students. An inductive latent phenomenological approach explored individual experiences of mentoring and support practices during final-year and transition to professional practice.ResultsThree major themes emerged: 1) Mentoring & Support; 2) Clinical Exposure; 3) Graduation & Transition. A journey metaphor was used to aid the description of participants’ lived experience of mentoring and support practices during their final year. Final year medical students (FYMs) felt under-supported and found practices inadequate. Reduced clinical exposure yielded unpreparedness and regression, potentially impacting future careers. Positive experiences were variable and unstructured. ‘The COVID Doctors’, subtheme provided rich insights into shared narratives and identities amongst participants.ConclusionsThis study provides qualitative evidence for perceived inadequate mentoring and support provision for final year medical students at transition during a critical incident (the COVID-19 pandemic). Several themes using the metaphor of a journey explore the lived experience of this unique cohort determining their perceptions on the delivery of their medical education and their identity as ‘covid doctors’. There are several implications for this study in a post-pandemic era and for pandemic-preparedness, both rapidly growing areas of research in medical education. Recommendations include updating contingency plans, balancing clinical exposure with patient safety issues, and providing support to ‘bottom-up’ mentoring practices.

Factors impacting on the decision of graduate entry medical school students to pursue a career in obstetrics and gynecology in Ireland

BackgroundChallenges in recruiting appropriately trained obstetricians and gynaecologists have been identified across the world. Given well documented staff shortages within obstetrics and gynaecology in Ireland, it is increasingly important to understand the factors which influence medical students to choose or reject a career in the speciality. The aim of this study was to ascertain the perceptions of final year graduate entry medical students of obstetrics and gynaecology, including the factors which may influence a student’s decision to pursue in a career in the speciality.MethodsPaper-based surveys of graduate entry medical students (n = 146) were conducted at the beginning and end of a six week rotation in obstetrics and gynaecology in Ireland. Responses to the surveys pre- and post-rotation were matched and changes in career choices, merits and demerits over time were analysed. All analysis was conducted using SPSS for Windows version 25.ResultsThe responses of 72 students to both questionnaires could be matched (response rate of 49.3%). No male students expressed an interest in obstetrics, gynaecology or both as a first choice of career in the pre rotation survey. Obstetrics as a first choice of career increased from 6.9% pre rotation to 19.4% post rotation (p = 0.04) and this increase was seen in male and female students. Gynaecology as a first choice increased slightly from 1.4 to 4.2% (p = 0.50) and the dual speciality increased from 6.9 to 13.9% (p = 0.23). Students identified many merits of obstetrics pre-rotation with more than 60% identifying it as exciting, interesting fulfilling and challenging. However, incompatibility with family life was cited as a demerit by 72% of respondents and 68.1% identified fear of litigation as a demerit. Participants were less positive overall about the merits of a career in gynaecology with less than 40% viewing it as exciting, fulfilling, and varied.ConclusionsWhile respondents were positive about the merits of a career in obstetrics and gynecology, concerns remain about work-life balance, career opportunities, and the high-risk nature of the specialty. These concerns should be addressed by the profession and policy makers if they wish to attract sufficient numbers to address anticipated need in the coming years. Gender differences in speciality choice were also evident. If males are to be recruited into obstetrics and gynaecology, consideration should be given to the positive impact of internship.

’Where are you really from?’: a qualitative study of racial microaggressions and the impact on medical students in the UK

ObjectiveTo explore graduate-entry medical students’ experiences of racial microaggressions, the impact of these on learning, performance and attainment, and their views on how these can be reduced.DesignQualitative study using semistructured...

A Qualitative Study of Medical Students' Perspectives on Distance Learning During COVID-19.

With the Coronavirus disease 2019 [COVID-19] pandemic, changes were undertaken out of necessity to allow medical students to continue their education. The aim of this study is to create key themes for educators to consider when implementing distance learning strategies into the curriculum based on 2nd year graduate entry medical students experience of learning and engagement with the use of distance learning during the COVID-19 pandemic. A qualitative study with a phenomenological methodology was set within a constructivist paradigm. A volunteer sampling strategy was used to recruit participants. Nine semi-structured, audio-recorded interviews were undertaken and transcribed verbatim. A thematic analysis was undertaken of the transcripts using the Braun and Clarke framework with an open-coded approach. Exploration of the student experience generated an understanding of the learning process. The concept of adaptability emerged based on the themes of technology, environment, study skills and human interaction. Necessary changes to the formal curriculum affected medical students learning and experience that demanded adaptability. The 'new normal' generated a context within which students were communicating and interacting in ways creating individual challenges for students and educators. With the advancements in information, communication and technology, distance learning is likely to be further incorporated in undergraduate training long term. Its position should be one that is harmonious within the wider educational realm that engages and meets the needs of the students. The rich understanding exposes adaptations and considerations for educators to improve the student experience.

Interactive Knowledge Construction in Medical Problem-Based Learning: A Corpus-Based Study

Introduction: Due to methodological limitations, process-oriented studies have analyzed a group or fragments of problem-based learning (PBL) tutorial talk. Studies that examined several PBL tutorial talk and profile talk data into linguistic categories within a mixed methods analysis are scarce. The study aims to describe the knowledge construction processes of graduate entry medical students at Derby medical school PBL hybrid curriculum in the United Kingdom.

The assessment of personal and professional identity development in an undergraduate medical curriculum: A scoping review protocol.

Background: Over recent years there has been significant interest in the field of medical education in understanding how medical students develop their personal and professional identity as they transition through medical school and into their early career. Despite the growing amount of research that focuses on the best methods of incorporating this area into medical school curricula, there has been less focus on how to assess this construct and how it might be associated with student progression. Therefore, a scoping review is being undertaken to identify the various methods or tools currently being implemented to assess the development of personal and professional identity, including the concepts of professionalism, leadership and resilience, in medical education and outline an optimal assessment framework. Methods: The proposed scoping review of the literature will be conducted under the guidance of the methodology of the Joanna Briggs Institute for scoping reviews across multiple electronic databases. Electronic database, reference list, and citation searching from the year 2000 will be undertaken. Peer reviewed publications involving assessment methods for personal and/or professional identity formation, professionalism, leadership, and resilience being utilised with direct-entry or graduate-entry medical students will be selected. The search strategy will remain dynamic and may be further delineated as necessary during the review process. All studies that meet this study’s inclusion criteria will undergo thematic analysis. The overall findings of this analysis will be presented in a narrative format. Conclusion: In this scoping review protocol, the current methods and tools for assessment of personal and/or professional identity formation, professionalism, leadership, and resilience will be identified and synthesised into a proposed assessment framework. The hope is that this framework will then serve as an aid to support the assessment of this multi-dimensional, complex construct.

It\u2019s how we practice that matters: professional identity formation and legitimate peripheral participation in medical students: a qualitative study

BackgroundThe process of Legitimate Peripheral Participation (LPP) within a community of practice framework (CoP) was used to explore graduate entry medical students’ professional identity formation (PIF) during their first year of study. A conceptual model has been developed that can be used by medical educators to better understand PIF and to aid the explicit incorporation of PIF activity within the undergraduate curriculum.MethodsTen students from one UK medical school participated in the longitudinal study and were interviewed at three points during the first year. Semi-structured group interviews were used to explore students’ experience of the clinical environment and the nature of their interactions with both clinicians and patients in a community-based medicine practice. The interviews were audio recorded and transcribed. Thematic analysis was used to identify overarching themes which are represented as facets in the model of PIF.ResultsResults demonstrate that students are legitimately peripherally participating within both medical student CoPs and wider medical CoPs. Themes identified within the narratives have allowed the development of a new model to understand PIF within the context of LPP in a CoP. This has five facets: Awareness, Collaboration, Negotiation, Evaluation and Realisation. Sophisticated reflection-in-action is shown to be an important aspect of PIF and enables a more conscious understanding of the change that is occurring in our students.ConclusionPIF is a complex, non-linear process that is supported by reflection-in-action and early student introduction to clinical practice. It can be recognised in students’ narratives in their changing use of language, their understanding of the medical COP, and their evolving relational participation with those around them. This study adds to those that have previously explored PIF. The model of PIF developed in this study illustrates how experiences in the clinical environment support PIF. Medical educators may find this model helpful when considering how PIF can be explicitly encouraged in the medical curriculum and how reflection may be used for the purpose of identity change.

Grit personality trait of doctors and medical students in level 4 acute hospital

IntroductionGRIT, defined as passion and perseverance for long-term goals, is a personality trait that is key to academic success and career achievement. Doctors face significant challenges and exposure to stressful situations throughout their career and require high levels of grit and perseverance to achieve success and avoid burn-out. This study aimed to measure overall levels of grit among hospital doctors and medical students and to compare levels of Grit across specialties and career grades. Methodology: A cross-sectional survey was used to measure GRIT levels using the validated Short Grit Scale (GRIT-S). Hospital doctors and medical students at University Hospital Galway were asked to complete the questionnaire. Gender, age, grade, education, and speciality were recorded. Analysis was conducted using STATA V12.1™ and SPSS 25™. Results378 questionnaires were completed with a participation rate of 75.6% eligible for analysis. The female: male ratio was 1.2:1, with a mean age of 29.6 ± 8.3 years. The mean Grit score of participants was 3.56 ± 0.55. Grit trait was independent of gender and increased with age and grade. Consultants had significantly higher mean Grit score (3.86 ± 0.59, p = 0.004). There was no difference between medical specialities, nor between graduate-entry and undergraduate medical students. Conclusionour results show that medical students and NCHDs alike have high levels of Grit compared to the general population, and the levels increase with career advancement, with the highest scores observed in consultants. This suggests that Grit might be of benefit as an adjunct in the selection process of applicants for training schemes and jobs that require high levels of resilience, as well as an adjunct to monitoring progress in training from a personality and mental health perspective.

P086 Rheum to improve: a study on rheumatology knowledge amongst medical students

Abstract Background/Aims Medical students are tomorrow’s doctors and rheumatology seems to be losing its status in school curricula despite its rise in importance. The aim of this study is to determine the knowledge of common rheumatic diseases amongst Year 3 graduate-entry medical students (GEMS) before and after a session of rheumatology tutorial. Methods 19 GEMS who were soon to sit for Year 3 final examination were asked to complete questionnaires pre and post rheumatology tutorial regarding their knowledge and confidence in examining/managing rheumatic diseases namely rheumatoid arthritis(RA), psoriatic arthritis(PsA), osteoarthritis(OA), gout, systemic lupus erythematosus (SLE), scleroderma and ankylosing spondylitis (AS). Knowledge and confidence were measured using a 5-point Likert scale. Results Students were aged 21-30 years. None had previous rotation in rheumatology but 2 (10.5%) had attended a rheumatology clinic before. All were not completely confident in examining the seven rheumatic conditions. >50% were somewhat or fairly confident in examining patients with RA, PsA, OA and gout. The majority found themselves either slightly or not confident in examining SLE, scleroderma and AS patients. Only one stated to have excellent knowledge on the treatment/management of one rheumatic condition, which was gout. 80% or more have above average knowledge on treatment/management of RA, OA and gout. 47.4% rated their knowledge to be poor in the treatment/management of PsA and SLE. Knowledge on treatment/management of scleroderma and AS was below average in > 84%. Following a rheumatology tutorial, everyone had confidence in examining all seven rheumatic diseases. 78.9% and above were either fairly or completely confident in examining patients with RA, PsA, OA, gout, scleroderma and AS versus 52.6% for SLE. All were above average in treating/managing RA, PsA, OA and gout. 78.9% or more have above average knowledge in treatment/management conditions like SLE, scleroderma and AS. Everyone who attended the tutorial felt that it contributed positively in their preparation towards examination and would like to have similar tutorials in future. Conclusion Knowledge in examining, treating and managing common rheumatic diseases is very poor amongst medical students. Rheumatology tutorials are beneficial to increase their knowledge and confidence. Attendance in rheumatology clinics should also be encouraged. P086 Table 1:Confidence in examining patients with common rheumatic conditions pre and post rheumatology tutorialNot confident at all (Pre, Post)Slightly confident (Pre, Post)Somewhat confident (Pre, Post)Fairly confident (Pre, Post)Completely confident (Pre, Post)Rheumatoid Arthritis0, 00, 110, 09, 110, 7Psoriatic Arthritis3, 02, 110, 14, 130, 4Osteoarthritis0, 00, 18, 011, 110, 6Gout1, 03, 18, 17, 120, 5Systemic Lupus Erythematosus5, 07, 45, 52, 90, 1Scleroderma11, 03, 24, 11, 150, 1Ankylosing Spondylitis10, 05, 13, 31, 120, 3 Disclosure W. Ng: None. J. Devlin: None. A. Fraser: None.

Comparison of an e-learning package with lecture-based teaching in the management of supraventricular tachycardia (SVT): a randomised controlled study

IntroductionTo compare the impact of an e-learning package with theoretical teaching on the ability of both graduate and undergraduate medical students to learn the management of supraventricular tachycardia.MethodsWe conducted a...

Willingness of medical students to refer patients to a physician associate or a doctor based on clinical scenarios when time is a trade-off

Background: The Physician Associate (PA) role was introduced in Ireland in 2015 in an effort to bolster medical services. From the perspective of the patient and staff they have been well received. However, the attitude of medical students about PAs is not known.Objective: To investigate the willingness of medical students to refer patients to a PA or a doctor.Methods: A quantitative study was undertaken using an online survey with a sample of 1,909 undergraduate and graduate entry medical students. Based on three outpatient scenarios, they were asked, in their role as future intern (PGY1), to choose a referral to a PA or a doctor, with six time trade-off options offered. Year of study, country of residence and working or treatment experience with PAs and Nurse Practitioners were recorded. Descriptive statistics, and logistic regression models were used.Results: In 2019, in Dublin, 177 medical students took part in the survey. Those surveyed were international and domestic nationals. Overall the PA option was chosen where the patient’s wait time was shorter and the clinical condition was perceived more serious. The doctor option was selected more readily when the wait time difference was less significant. Respondents from countries with established PA roles may have had experience to choose PAs than naïve ones.Conclusion: This study confirms that medical students’ willingness to refer a patient is influenced by familiarity with the PA role and severity of the medical condition. In addition wait time is a primary motivator for selecting the PA over doctor option. These findings suggest a need to improve communication about the PA role among Irish medical students.

Elevated psychological distress in undergraduate and graduate entry students entering first year medical school.

Psychological distress in medical students is a global issue and poses a risk to their health, academic performance, and ability to care for patients as clinicians. There has been limited research on psychological distress levels in students prior to starting medicine and no direct comparison between undergraduate and graduate-entry students. Psychological distress was assessed using the 21-item Depression Anxiety and Stress Scale in 168 undergraduate-entry and 84 graduate-entry medical students at two separated campuses of the same university in the orientation week prior to starting classes. Mean scores and severity proportions were compared between the two cohorts of students. Demographic data was also collected and compared to distress scores using subgroup analysis. The response rate for the study was 60.9%. The majority of undergraduate and graduate-entry medical students were within the normal limits for depression (67.2% versus 70.2%, p = 0.63), anxiety (56.5% versus 44.0%, p = 0.06), and stress scores (74.4% versus 64.2%, p = 0.10). There was no significant difference between severity groups except for severe stress (2.3% versus 9.5%, p = 0.01). The mean scores of the clinically distressed groups indicated moderate levels of depression, moderate anxiety, and moderate stress scores. There were no significant differences between undergraduate or graduate-entry students for depressive ([Formula: see text] = 17.02 versus 15.76, p = 0.43), anxiety ([Formula: see text] = 14.22 versus 13.28, p = 0.39), and stress scores ([Formula: see text] = 20.83 versus 22.46, p = 0.24). Female gender and self-believed financial concerns were found be associated with higher levels stress in graduate entry students. The majority of medical students enter medical school with normal levels of psychological distress. However, a large number of undergraduate and graduate-entry medical students have significant levels of depressive, anxiety, and stress levels, without a significant difference between undergraduate or graduate-entry students. There are several limitation of this study but the results suggest that education and intervention may be required to support students from the earliest weeks of medical school.

A feasibility study of an exercise intervention to educate and promote health and well-being among medical students: the \u2018MED-WELL\u2019 programme

BackgroundMedical School programme workloads challenge the physical and mental health of students particularly in compressed graduate entry programmes. There is evidence that physical activity (PA) can improve holistic care and help maintain wellness among medical students. We tested the feasibility of introducing an exercise programme to the medical school curriculum which would educate and promote health and well-being among its students.MethodsThis study was conducted in a single graduate entry medical school at the University of Limerick (UL). The ‘MED-WELL’ programme was a six-week programme of 1 hour-long weekly sessions, each involving a different type of PA (45 min). These sessions were prefaced by an interactive lecture about how to incorporate exercise theory into daily medical practice (15 min). The study was conducted in a single graduate entry medical school at UL and involved year one and year two graduate entry medical students. Three parameters were used to test feasibility: 1. Recruitment and retention of participants, 2. Acceptability of the programme and 3. Efficacy in terms of health and well-being. The latter was assessed by administering questionnaires pre and post the intervention. The questionnaires used the following validated measurement scales: EQ-VAS; WHO-5 Well-Being Index; 3-item Loneliness Scale; Social Support Measure 3-item scale. Free text boxes also encouraged participants to discuss the merits of the programme.ResultsIn total, 26% (74/286 students) participated in the programme. Of those who participated, 69 students (93%) attended one or more sessions of the programme and completed questionnaires at baseline and at follow-up. Significant improvements were seen in scores after the programme in the WHO-5 Well-Being Index which increased from 63.2 (95%CI: 48–78.4) to 67.5 (95%CI: 55.1–79.9); (P < 0.01), the sleep scale which increased from 3.1 (95%CI: 2.2–4.0) to 3.5 (95%CI: 2.5–4.5); (P < 0.001), and the loneliness scale which decreased from 4.1 (95%CI: 2.7–5.5) to 3.5 (95%CI: 2.5–4.5); (P < 0.005). Students level of PA during a typical week also increased from 3.7 (95%CI: 2.1–5.4) to 4.0 (95%CI, 3.5–4.5); (P < 0.05).ConclusionThis study has shown it is feasible to deliver this programme in a medical school’s curriculum. The programme seems to be of benefit and is acceptable to students. Well-designed randomised controlled trials are needed to measure outcomes, durability of effect, and cost effectiveness.

Word cloud analysis and single word summarisation as a new paediatric educational tool: Results of a neonatal application.

To analyse the value of computerised 'word cloud' (WC) generated from spontaneously articulated 'single word summarisation' (SWS) by medical students to assist their learning during the neonatal intensive care unit placement. To highlight WC as a potential new tool in paediatric teaching, improving student engagement and reflective feedback. An observational study was conducted in the neonatal intensive care unit of University Maternity Hospital Limerick, Ireland for 5 years (October 2012 to September 2017). One faculty member prospectively recorded SWS in neonatology by graduate entry medical students. An online 'WC generator' under an open-source licence was used to compute the WC. Hospital audit committee approved the study. A total of 268 SWS were recorded consecutively from 268 medical students towards the WC generation. Structured multi-response student feedback showed SWS and WC as stimulating, unique and creative. Powerpoint presentation of the computed WC prompted students to reflect on their chosen words and that of peers. Visualisation of medical student-generated SWS as a WC could stimulate interaction, reflection and clinical discussion, thus assisting teachers to foster better student engagement. This innovative educational tool equips students to 'convey more with fewer words' and has the potential transferability to other clinical disciplines.

Are graduate entrant medical students better prepared for hospital practice than school entrant medical students?

To assess the preparedness for hospital practice among graduate and school entry medical students at King Saud bin Abdul-Aziz University for Health Sciences (KSAU-HS). This cross-sectional study was conducted at KSAU-HS College of Medicine, during the academic year 2016-2017. A validated self-administered questionnaire was used for data collection. Data were analyzed using SPSS version 22, and non-parametric testing was performed. The sample consisted of 312 medical students with 103 (33%) graduate entrants. The comparison of overall preparedness showed that students were best prepared for holistic care with median (Q1-Q3) score of 3 (2.6-3.5). The final year clinical students were significantly better among all of the batches in terms of management (p =0.008). Graduate entry students were significantly more prepared compared to school entry students in all areas except science and holistic care (p = 0.508 and p = 0.582, respectively). Female students were better prepared compared to male students. This study demonstrated that graduate entrants are more prepared for future careers compared to school entrants. In addition, females showed better preparedness in general compared to males. Although the preclinical students perceived that they were well prepared, the graduating senior most students thought they were not ready to deal with real patients.

Student perspectives on barriers to performance for black and minority ethnic graduate-entry medical students: a qualitative study in a West Midlands medical school

ObjectiveTo explore graduate-entry medical students experiences of undergraduate training in the context of academic underperformance of medical students from ethnic minority backgrounds.DesignQualitative study using semi-structured focus groups.SettingA West Midlands medical...

A questionnaire survey of first-year graduate-entry medical students’ perception of obstetrics and gynaecology as a future career speciality

The aim of this study was to explore the perceptions of first-year graduate-entry medical students of Obstetrics and Gynaecology, to enhance its appeal to them during their attachments in the speciality in later years, in the hope of increasing their recruitment into it. Seventy-seven questionnaires were returned out of 147 distributed over two academic years (52.38% response rate). Three (3.9%) would consider the speciality as first career choice and 38 (61.3%) would consider it as a second option. Although over a fifth perceived the demerits of the speciality, more than half endorsed its merits, which showed the need to address their concerns and harness their enthusiasm. Being a female was the only factor found to be significantly associated with choosing the speciality as a career (p < .001) and male respondents reported barriers, which need to be addressed. A bias towards Obstetrics was noted, which may reflect a focus on the Labour Ward during their attachment and necessitate broader exposure. As students may have pre-conceived ideas early in their studies, selection of applicants may become important for better recruitment.IMPACT STATEMENTWhat is already known about this subject? The perception of third- and second-year graduate entry medical students of the speciality of Obstetrics and Gynaecology is biased towards Obstetrics, and they have apprehensions about the challenges of training and working in it.What do the results of this study add? The views of first-year graduate-entry medical students were broadly consistent with the views of their second and third year colleagues, indicating that they have pre-conceived views that need to be addressed early, though they were receptive of some merits, which showed need to harness their enthusiasm.What are the implications of these findings for clinical practice and/or future research? More effort and research are required to improve the perception of the speciality from entry to Medical School, and even student selection.

Closing the gap: a transatlantic collaboration to foster quality improvement training in graduate entry medical students using applications of QI methodologies to medical education

The alarming prevalence of medical error and adverse events in the health system raises a call to action to ensure that doctors in training receive adequate training in quality improvement...

E-learning for chest x-ray interpretation improves medical student skills and confidence levels

BackgroundRadiology is an important aspect of medicine to which medical students often do not receive sufficient exposure. The aim of this project was to determine whether the integration of an innovative e-learning module on chest x-ray interpretation of the heart would enhance the radiological interpretive skills, and improve the confidence, of first year graduate entry medical students.MethodsAll first-year graduate entry (all students had a prior university degree) medical students at the University of Limerick (n = 152) during academic year 2015–16 were invited to participate in this study. An assessment instrument was developed which consisted of 5 radiological cases to be interpreted over a designated and supervised 15-min time period. Students underwent a pre-, mid- and post-intervention assessment of their radiology interpretative skills. An online e-module was provided following the pre-test and additional practice cases were provided following the mid-intervention test. Assessment scores and confidence levels were compared pre-, mid- and post-intervention.ResultsThe overall performance (out of a total score of 25) for the 87 students who completed all three assessments increased from 13.2 (SD 3.36) pre-intervention to 14.3 (SD 2.97) mid-intervention to 15.8 (SD 3.40) post-intervention. This change over time was statistically significant (p < 0.001) with a medium effect size (eta-squared = 0.35). Increases from pre- to post-intervention were observed in each of the five areas assessed, although performance remained poor in diagnosis post-intervention. Of the 118 students who provided feedback after the intervention, 102 (86.4%) stated that they would recommend the resource to a colleague to improve their interpretative skills.ConclusionsThis study suggests that early exposure to e-learning radiology modules is beneficial in undergraduate medical school curricula. Further studies are encouraged to assess how long the improvement may last before attrition.