Departamento de Radiología y Medicina Física, Facultad de Medicina, Universidad de Málaga, Boulevar Louis Pasteur, 32, 29071 Málaga, Spain.
Eur J Radiol. 2012 Dec;81(12):3931-5. doi: 10.1016/j.ejrad.2012.05.003. Epub 2012 May 28.
The purpose of this study was to assess student's performance in the interpretation of images before and after training in radiology, by comparing two groups, 6th-year and 3rd-year students, from two different medical curricula. Students participated in an anonymous evaluation consisting of the interpretation of 12 radiological images accompanied with the salient history and clinical data by answering 60 open-ended questions about technique, anatomy, semiology, and clinics. The number of correct, incorrect and blank responses of each group was used to compare pre- and post-training results. Unpaired two-sample t-test was used to evaluate differences between groups. A significant increase in correct responses was found in both groups after training. The comparison between both groups did not show differences for incorrect answers of the whole test and correct answers about anatomy in the pre-training evaluation. The percentage of correct answers to the median question improved from 15.5% to 53.3% for 6th-year students and from 8.3% to 41.1% for 3rd-year students. The post-training evaluation showed a significant increase of correct answers of 6th-year students with respect to 3rd-year students (mean ± standard deviation 53.6 ± 31.3% and 38.7 ± 29.9% respectively), mainly due to differences in technical and clinical questions. This study provides objective and quantitative evidence of pre- and post-training student skills in image interpretation. The similarities found in the previous level of knowledge and skills of both groups emphasizes the suitable change of the first-time training in radiology, from the 6th to the 3rd year course in medical curricula.
本研究旨在通过比较两个不同医学课程的第 6 年和第 3 年学生群体，评估学生在放射学图像解释方面的表现，在培训前后的变化。学生们参与了一项匿名评估，包括解释 12 张放射学图像，同时回答 60 个关于技术、解剖、症状和临床的开放式问题，这些图像附有重要的病史和临床数据。使用每个组的正确、错误和空白响应数量来比较培训前后的结果。使用未配对的两样本 t 检验来评估组间差异。两组学生在培训后均发现正确回答的数量显著增加。对整个测试的错误回答和解剖学的正确回答，两组间的比较在培训前评估中没有差异。中位数问题的正确回答百分比从第 6 年学生的 15.5%提高到 53.3%，从第 3 年学生的 8.3%提高到 41.1%。培训后评估显示，第 6 年学生的正确答案明显增加，而第 3 年学生的正确答案则减少，第 6 年学生的平均（±标准差）为 53.6 ± 31.3%，而第 3 年学生的平均（±标准差）为 38.7 ± 29.9%，主要差异在于技术和临床问题。本研究为学生在图像解释方面的培训前后技能提供了客观和定量的证据。两组学生在之前的知识和技能水平上的相似性强调了放射学初次培训的适当改变，从医学课程的第 6 年到第 3 年。
