EFFECTIVENESS OF TEACHING RADIOLOGIC IMAGE INTERPRETATION IN GROSS-ANATOMY - A LONG-TERM FOLLOW-UP

This prospective study was designed to gauge the effectiveness of teaching radiologic interpretation during a gross anatomy course for first-year medical students by measuring short- and long-term ability to identify normal anatomic structures on radiologic diagnostic images. The evaluation required students to identify normal anatomic structures on radiographs, computed tomographs, ultrasonograms, and magnetic resonance images (MRIs). The assessments were made before (pre-test) and during (post-test) the experimental radiology portion of the gross anatomy course. The students were then retested 14 to 17 months later (long term). The pre-test correct response rate of 17% improved to 88% on the post-tests. After 14 to 17 months, the students had a 74% correct response rate on the same images and anatomic structures. This high level of long-term retention documents the effectiveness of integrating diagnostic radiologic imaging into normal gross anatomy instruction.