Radiological clerkships as a critical curriculum component in radiology education. Eur J Radiol

Department of Radiology, Ghent University Hospital (UZG), MR/-1K12, De Pintelaan 185,B-9000 Ghent, Belgium.
European journal of radiology (Impact Factor: 2.37). 06/2011; 78(3):342-8. DOI: 10.1016/j.ejrad.2010.08.024
Source: PubMed


The aim of this research was to explore the perceived value of clinical clerkships in the radiology curriculum as well as the impact of radiology clerkship on students' beliefs about the profession of radiology as a whole and as a career.
This study is a sequel to a previous survey in which student perceptions about radiology curriculum components were investigated. The present study focuses on a further analysis of a subsection in this study, based on 14 statements about radiology clerkship and two statements about radiology as a career.
Perceived usefulness of the aspects of radiology clerkship as "radiology examination", "skills development" and "diagnosis focus" were awarded the highest scores. The predict value of the subscale "radiology examination" on the level of performance was very high (adjusted R(2)=0.19, p<.001).
Students expressed highly favorable evaluation of clerkship as a learning environment to learn to order and to interpret imaging studies as well as an unique possibility to attend various radiological examinations and to access to specific radiology software systems, as well as to get a better view on radiology and to improve image interpretation skills. This positive attitude towards clerkship is closely tied to students' beliefs about the profession of radiology as a whole. These aspects of dedicated radiology clerkship are crucial for effective and high-quality education as well as for the choice of radiology as a career.

Download full-text


Available from: Elena V Oris (Kourdioukova)
  • Source
    • "Our finding that in more than half of the modern medical curricula a clerkship is a mandatory activity is positive and promising. In this way, modern medical curricula underpin the finding of previous research that considers radiology clerkships to be a critical curriculum component of effective radiology education [40]. In contrast, institutions adopting a conventional curriculum reported dominantly elective radiology clerkships. "
    [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of the present study is to determine in what way a conventional versus a modern medical curriculum influences teaching delivery in formal radiology education. A web-based questionnaire was distributed by the ESR to radiology teaching staff from 93 European teaching institutions. Early exposure to radiology in pre-clinical years is typically reported in institutions with a modern curriculum. The average number of teaching hours related to radiology is similar in both curriculum types (60 h). Radiology in modern curricula is mainly taught by radiologists, radiology trainees (50%), radiographers (20%) or clinicians (17%). Mandatory clerkships are pertinent to modern curricula (55% vs. 41% conventional curriculum), which start in the first (13% vs. 4% conventional curriculum) or second year of the training (9% vs. 2% conventional curriculum). The common core in both curricula consists of radiology examinations, to work with radiology teaching files, to attend radiology conferences, and to participate in multidisciplinary meetings. The influence of a modern curriculum on the formal radiology teaching is visible in terms of earlier exposure to radiology, involvement of a wider range of staff grades and range of profession involved in teaching, and radiology clerkships with more active and integrated tasks. • This study looks at differences in the nature of formal radiology teaching.
    Full-text · Article · Apr 2012 · Insights into Imaging
  • Source
    • "Seventh year students have attained a higher " level of experience " with radiology . The latter was already substantiated in a previous study [34] focusing on the added-value of radiology clerkships. In addition, the significant differences also point at the value of integrating the radiology curriculum within the context of the broader medical curriculum [35] and the interdisciplinary nature of the clinical setting [14]. "
    [Show abstract] [Hide abstract]
    ABSTRACT: The aim of this research was to explore (1) clinical years students' perceptions about radiology case-based learning within a computer supported collaborative learning (CSCL) setting, (2) an analysis of the collaborative learning process, and (3) the learning impact of collaborative work on the radiology cases. The first part of this study focuses on a more detailed analysis of a survey study about CSCL based case-based learning, set up in the context of a broader radiology curriculum innovation. The second part centers on a qualitative and quantitative analysis of 52 online collaborative learning discussions from 5th year and nearly graduating medical students. The collaborative work was based on 26 radiology cases regarding musculoskeletal radiology. The analysis of perceptions about collaborative learning on radiology cases reflects a rather neutral attitude that also does not differ significantly in students of different grade levels. Less advanced students are more positive about CSCL as compared to last year students. Outcome evaluation shows a significantly higher level of accuracy in identification of radiology key structures and in radiology diagnosis as well as in linking the radiological signs with available clinical information in nearly graduated students. No significant differences between different grade levels were found in accuracy of using medical terminology. Students appreciate computer supported collaborative learning settings when tackling radiology case-based learning. Scripted computer supported collaborative learning groups proved to be useful for both 5th and 7th year students in view of developing components of their radiology diagnostic approaches.
    Full-text · Article · Jun 2011 · European journal of radiology
  • [Show abstract] [Hide abstract]
    ABSTRACT: Medical imaging, including nuclear medicine, is a powerful tool for supporting learning in human morphology and physiology and understanding the nature of disease and response to treatment. The purposes of this study were to create a new case-based learning (CBL) model and to compare CBL and the traditional instructional approach (TIA) in a nuclear medicine clerkship. Internal consistency and expert validity were assessed for the instrument. A quasi-experimental, two-group pretest-posttest design was used for this study. A combination of CBL and the TIA was applied to the experimental group and the TIA only to the control group. Subjects were 70 undergraduate year 5 medical students in a clerkship curriculum. Before and after the educational intervention, students were tested with the instrument. Cronbach's α coefficients of the instrument ranged from 0.79 to 0.95, indicating acceptable to strong internal consistency. For expert validity, the suitability and fitness of the instrument were verified. The overall score was significantly improved for the experimental group (from 3.51 to 3.65, P = .03) but not for the control group (from 3.48 to 3.44, P = .49). The experimental group also showed significantly improved scores in teacher assessment and learning satisfaction, the latter the only domain showing a significant difference of the differences (P = .020). The integration of CBL, allied with the TIA, into clinical clerkships provides medical students with the opportunity to learn a nuclear medicine curriculum in an interactive and case-based format tailored specifically for medical students.
    No preview · Article · Feb 2013 · Journal of the American College of Radiology: JACR