. R. Rajprasath; . V. Dinesh Kumar; . Magi Murugan; . Bhavani Prasad Goriparthi; . Rema Devi
Volume 10, Issue 1 , January 2020, , Pages 1-7
Abstract
CONTEXT: Radiological anatomy (RA) knowledge is essential for the current‑day clinical practicedue to the rapid development in imaging technologies. As there is a long interval between ...
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CONTEXT: Radiological anatomy (RA) knowledge is essential for the current‑day clinical practicedue to the rapid development in imaging technologies. As there is a long interval between learningRA in the 1st year and applying it in their clinical disciplines impedes their functional understanding,this study has been planned to provide the students with a right mix of anatomy and radiology inorder to promulgate deeper medical comprehension.AIM: This study aimed to evaluate the effectiveness of integrated RA in honing the radiologicalreasoning abilities in 1st year medical students and to develop critical thinking skills throughsmall‑group, case‑based learning experience.METHODOLOGY: All the students of 2017–2018 batch were randomized equally into study groupand control group. The study group was exposed to the interactive RA module followed by posttest.The control group was exposed to traditional teaching and then given posttest. The groups wereflipped for successive regions of anatomy. Feedbacks were obtained by both quantitative andqualitative methods.STATISTICAL ANALYSIS: Posttest scores were compared using Student’s t‑test. Feedbacks wereanalyzed using descriptive statistics.RESULTS: The posttest scores were significantly higher in the study group when compared to thecontrol group. Nearly 92% of the students felt that the integrated module made them learn better and44% of the students felt that it helped them to apply the knowledge in clinical context.CONCLUSION: For the present millennial‑generation students, integrated RA lectures help developtheir critical thinking and help in the subsequent clinical years.
