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

• Published in: Anatomical sciences education 2018-11, Vol.11 (6), p.547-553
• Main Authors: Jang, Hye Won, Oh, Chang‐Seok, Choe, Yeon Hyeon, Jang, Dong Su
• Format: Article
• Language: English
• Subjects: Adult; Anatomy; Anatomy - education; clay modeling; Clinical Experience; Comprehension; Computer Simulation; Computer-Assisted Instruction - methods; Curriculum; Diagnostic Tests; digit anatomy; digital report; dynamic images; Education, Medical, Undergraduate - methods; Educational Measurement - statistics & numerical data; Educational Methods; Feedback (Response); Female; Graduate Medical Education; gross anatomy education; Health education; Humans; Laboratory Procedures; Likert Scales; Magnetic Resonance Imaging; Male; Medical imaging; Medical Students; Motion Pictures; movies; NMR; Nuclear magnetic resonance; preclinical education; Radiology; Radiology - education; Science Tests; Scores; Student Attitudes; Students, Medical - psychology; Students, Medical - statistics & numerical data; Teaching Methods; Tomography; Tomography, X-Ray Computed; undergraduate education; Web Sites; Young Adult
• ISSN: 1935-9772; 1935-9780
• DOI: 10.1002/ase.1793

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.