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Radiology learning or teaching subject areas vs modalities: students' perspective and experience at Albaha University

Authors AlQahtani FN

Received 23 April 2018

Accepted for publication 18 September 2018

Published 8 November 2018 Volume 2018:9 Pages 791—799

DOI https://doi.org/10.2147/AMEP.S171977

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Colin Mak

Peer reviewer comments 3

Editor who approved publication: Dr Anwarul Azim Majumder


Fahd Nasser AlQahtani

Radiology Department, Faculty of Medicine, Albaha University, Albaha, Saudi Arabia

Introduction: In radiology learning, most of the integrated schools address the subject area as a theme, and several imaging modalities describe the findings. A few schools handle the imaging modalities as a separate theme wherein many subject areas are discussed.
Purpose: The aim of this study was to identify the differences in student achievement in imaging course using the two learning approaches: integration within modalities under the subject area and integration within the subject area under imaging modalities.
Materials and methods: This study was conducted on 60 students studying the basic imaging course. Students were divided into two main groups; group A and B. Contents were divided into two main categories: subject areas and imaging modalities. 1) Subject areas were applied according to body systems such as imaging of the central nervous system (CNS) and, cardiovascular system (CVS). 2) Modalities were addressed as plain X-ray and computed tomography (CT) which were separate entities comprising the findings of the most common diseases. The two groups learned the both approaches in a sequential alternative manner for 10 days by the same radiological group experts. A 60-question final examination was adopted at the end of the module including 30 questions for each approach. The students’ and peers’ satisfaction was measured using Likert scale.
Results: A high response from the students toward the second approach has been found. The students’ grades in the second model examination reflecting the second approach were found elevated. The students’ and peers’ satisfaction toward the second approach was high compared with the first approach with highly significant P-value obtained.
Conclusion: This experience advocated that the perception of students toward radiology teaching can be enhanced when focused on a single imaging modality for a time. Students can identify and augment more images and do multiple comparisons with the pre and post ones. The students’ and peers’ satisfaction was found to be high toward the imaging modality approach.

Keywords: basic imaging, guided imaging learning, comparative imaging modalities, integrated imaging, student perspectives

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