Integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves diagnostic skills and visual-spatial ability |
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| Authors: | Fabian Rengier Matthias F Häfner Roland Unterhinninghofen Ralph Nawrotzki Joachim Kirsch Hans-Ulrich Kauczor Frederik L Giesel |
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| Institution: | 1. University Hospital Heidelberg, Department of Diagnostic and Interventional Radiology, Im Neuenheimer Feld 110, 69120 Heidelberg, Germany;2. University Hospital Heidelberg, Department of Radiation Oncology, Im Neuenheimer Feld 400, 69120 Heidelberg, Germany;3. Karlsruhe Institute of Technology (KIT), Institute for Anthropomatics, Department of Informatics, Adenauerring 2, 76131 Karlsruhe, Germany;4. University of Heidelberg, Institute of Anatomy and Cell Biology, Im Neuenheimer Feld 307, 69120 Heidelberg, Germany;5. University Hospital Heidelberg, Department of Nuclear Medicine, Im Neuenheimer Feld 400, 69120 Heidelberg, Germany |
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| Abstract: | PurposeIntegrating interactive three-dimensional post-processing software into undergraduate radiology teaching might be a promising approach to synergistically improve both visual-spatial ability and radiological skills, thereby reducing students’ deficiencies in image interpretation. The purpose of this study was to test our hypothesis that a hands-on radiology course for medical students using interactive three-dimensional image post-processing software improves radiological knowledge, diagnostic skills and visual-spatial ability.Materials and methodsA hands-on radiology course was developed using interactive three-dimensional image post-processing software. The course consisted of seven seminars held on a weekly basis. The 25 participating fourth- and fifth-year medical students learnt to systematically analyse cross-sectional imaging data and correlated the two-dimensional images with three-dimensional reconstructions. They were instructed by experienced radiologists and collegiate tutors. The improvement in radiological knowledge, diagnostic skills and visual-spatial ability was assessed immediately before and after the course by multiple-choice tests comprising 64 questions each. Wilcoxon signed rank test for paired samples was applied.ResultsThe total number of correctly answered questions improved from 36.9 ± 4.8 to 49.5 ± 5.4 (p < 0.001) which corresponded to a mean improvement of 12.6 (95% confidence interval 9.9–15.3) or 19.8%. Radiological knowledge improved by 36.0% (p < 0.001), diagnostic skills for cross-sectional imaging by 38.7% (p < 0.001), diagnostic skills for other imaging modalities – which were not included in the course – by 14.0% (p = 0.001), and visual-spatial ability by 11.3% (p < 0.001).ConclusionThe integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves radiological reasoning, diagnostic skills and visual-spatial ability, and thereby even diagnostic skills for imaging modalities not included in the course. |
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| Keywords: | Undergraduate medical education Radiology Computer-assisted image processing Teaching Visual-spatial ability |
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