A combination of traditional learning and e-learning can be more effective on radiological interpretation skills in medical students: a pre- and post-intervention study

Abstract

Background: The ability to interpret an X-Ray is a vital skill for graduating medical students which guides clinicians towards accurate diagnosis and treatment of the patient. However, research has suggested that radiological interpretation skills are less than satisfactory in not only medical students, but also in residents and consultants.

Methods: This study investigated the effectiveness of e-learning for the development of X-ray interpretation skills in pre-clinical medical students. Competencies in clinical X-Ray interpretation were assessed by comparison of pre- and post-intervention scores and one year follow up assessment, where the e-learning course was the 'intervention'.

Results: Our results demonstrate improved knowledge and skills in X-ray interpretation in students. Assessment of the post training students showed significantly higher scores than the scores of control group of students undertaking the same assessment at the same time.

Conclusions: The development of the Internet and advances in multimedia technologies has paved the way for computer-assisted education. As more rural clinical schools are established the electronic delivery of radiology teaching through websites will become a necessity. The use of e-learning to deliver radiology tuition to medical students represents an exciting alternative and is an effective method of developing competency in radiological interpretation for medical students.

Fig. 1

On-line test results in the study group before and after intervention compared with control cohort. Test result in the study group before and after delivery of the educational package (Ed Package) and one year after the activity in comparison with similar control cohort without the online educational package showed a significant improvement in the test scores after the intervention in the study group (p < 0.05). The one year after intervention test revealed that the intervention helped students maintain their knowledge significantly better compared to the control group without intervention (p < 0.05). Asterisks (*) show the significant changes