Use of dynamic images in radiology education: Movies of CT and MRI in the anatomy classroom

Abstract

Radiology education is a key component in many preclinical anatomy courses. However, the reported effectiveness of radiology education within such anatomy classrooms has varied. This study was conducted to determine if a novel educational method using dynamic images of movies of computed tomography (CT) and magnetic resonance imaging (MRI) was effective in radiology education during a preclinical anatomy course, aided by clay modeling, specific hand gestures (digit anatomy), and reports from dissection findings uploaded to the anatomy course website (digital reports). Feedback surveys using a five-point Likert scale were administered to better clarify students' opinions regarding their understanding of CT and MRI of anatomical structures, as well as to determine if such preclinical radiology education was helpful in their clinical studies. After completion of the anatomy course taught with dynamic images of CT and MRI, most students demonstrated an adequate understanding of basic CT and MR images. Additionally, students in later clinical years generally believed that their study of radiologic images during the preclinical anatomy course was helpful for their clinical studies and clerkship rotations. Moreover, student scores on imaging anatomy examinations demonstrated meaningful improvements in performance after using dynamic images from movies of CT and MRI.

Medical students perception of ultrasound and computed tomography sessions in gross anatomy curriculum: a study in an Indian medical college

“…Some of them (35%) believed that hands-on training on ultrasound in subsequent years covering specific areas of body could be helpful in making competent physicians-some previous studies supported this belief by assessing students' performance after hand-on sessions. 21,[23][24][25][26][27][28][29] If multiple radiology sessions could be arranged focusing on different areas of human body, the study could create a greater impact and better memory for the students in a long term basis.…”

“…4,22 Introduction to CT, MRI scans during pre -clinical year orient medical students better in three dimensional anatomical relations, reinforce correlation of anatomy with pathological condition. [23][24][25][26][27][28] These emphasize the importance of learning anatomy and help students in future clinical years and practicing career in any specialization. [23][24][25][26][27][28][29] Numerous studies show that live radiological techniques including ultrasonography (USG) and Computed Tomography (CT) could be useful in anatomy teaching as an adjunct to traditional ways.…”

Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

“…Hence, students may remain unable to provide quality image readings when they were expected to perform independently during clinical practice. Although a variety of radiology education models such as problem-based learning [7] and the use of dynamic images [8] can solve part of this problem, we believe the original working environment represents the most ideal learning method. Thus, we have introduced the experiential education method into our radiology teaching.…”

Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

“…Hence, students may struggle to provide accurate imaging descriptions and interpretation when they are expected to perform independently in real clinical practice. Although a variety of radiology education models such as problem-based learning [11] and the use of dynamic images [12] can improve part of this problem, the most ideal learning model can be provided through simulating similar clinical environment for the students. Thus, we have introduced the experiential education model into our radiology teaching.…”