A prospective study was performed to better define the role of computers in teaching radiology to medical students. Two hundred twentyfive 3rd-year students were randomly assigned to one of four groups and exposed to 10 radiology cases as well as to a voluntary weekly radiology lecture. Group A used computer-based cases with interactive elements; group B used computer-based cases without interactive elements; group C used paper-based cases with interactive elements; and group D was not exposed to the cases and served as a control group. On a multiple-choice question test, groups A, B, and C showed significant improvement (ϩ11.2%, ϩ15.1%, and ϩ13.0%, respectively), whereas group D did not (ϩ0.6%). On an image interpretation test, group A showed the most improvement (ϩ15.7% [P Ͻ .001]), followed by group B (ϩ15.1% [P Ͻ .01]) and group C (ϩ10.2% [P Ͻ .05]); group D showed no significant improvement (ϩ8.5%). No significant differences in the learning outcome were found between the two interactive groups (computer based and paper based). Computerbased teaching with case studies (with or without interactivity) improves students' problem-solving ability in radiology.

EVA, a multicentre study of seven computer resource centres (CRCs) in three German-speaking nations, was carried out over a period of six months to gather structural and process data regarding the use of computer-based instruction (CBI) applications in medicine, and to identify the factors contributing to a more successful integration of CBI into the medical curriculum. 618 machine-readable questionnaires from CRC users and seven questionnaires on structural data of the participating CRCs covering 51 computer stations were evaluated. For Macintosh workstations (n = 34), an additional digital log-protocol was analysed. In conclusion, it seems that so far less than 10% of medical students use CBI programs in German-speaking countries. The data show the presently still poor integration of CBI into the medical curriculum.