Effectiveness of blended learning in radiological anatomy for first year undergraduate medical students
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ORIGINAL ARTICLE
Effectiveness of blended learning in radiological anatomy for first year undergraduate medical students Chitra Nagaraj1 · Shyamala Bhadravathi Yadurappa1 · Lakshmi Trikkur Anantharaman1 · Yogitha Ravindranath1 · Nachiket Shankar1 Received: 1 May 2020 / Accepted: 12 September 2020 © Springer-Verlag France SAS, part of Springer Nature 2020
Abstract Purpose The aim of the study was to assess the effectiveness of blended learning modules for radiological anatomy among first-year medical students by estimating knowledge gain and evaluating student perceptions. Methods A single-group, pre- and post-test study design was utilized. Five radiological anatomy modules consisting of online presentations and self-assessment quizzes were developed for the upper limb, lower limb, head and neck, thorax, and abdomen and pelvis. The content of the modules was uploaded on to a learning management system called TYRO. Each module focused on the normal anatomical features observed on plain and contrast radiographs. Other relevant imaging modalities and clinical contexts were also introduced. During the classroom session, the students were instructed to peruse the modules and answer the self-assessment quiz. The teacher in the classroom acted as a facilitator and was available to the students for any clarifications. A pre- and post-test was administered to the students before and after exposure to the modules, respectively. A paired t test was used to estimate differences in the pre- and post-test scores. Students’ perceptions were assessed using a questionnaire. Results One-hundred students attended both the tests. The mean and standard deviation of pre- and post-test scores were 17 ± 5.5 and 26 ± 7.6, respectively, and this difference was significant. Students’ perceptions about the intervention were on the whole positive. Conclusion A significant improvement in the knowledge of radiological anatomy was noted after exposure to five blended learning modules of radiological anatomy. The modules were well received by the students. Keywords E-learning · Radiography · Medical students · India · Medical education
Introduction It has been recognized that radiological imaging plays an ever-increasing role in making clinical diagnoses and in the management of patients [38]. This has led to attempts at integrating radiographic imaging into anatomy courses [8, 10, 13, 17, 23, 29, 32]. There is compelling evidence to show that introduction of radiological anatomy into the first-year curriculum increases the interest of students in anatomy, provides a foundation for students to subsequently interpret radiological images and provides a clear link between the basic sciences and clinical sciences [11, 36]. Several studies * Shyamala Bhadravathi Yadurappa [email protected] 1
Department of Anatomy, St. John’s Medical College, Sarjapur Road, Bangalore 560034, Karnataka, India
have reported positive student perceptions about the introduction of radiological anatomy in the preclinical years [6, 17, 20, 21, 26, 38]. The
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