The effectiveness of self-instruction versus traditional classroom instruction: a comparison in an associate of science degree program in radiologic technology.

A comparison of methods in teaching a Radiographic Anatomy and Positioning course was made using students who were randomly assigned to experimental and control groups. The experimental group was taught by a self-instructional method, and the control group was taught using traditional lecture instruction. The study showed that there was no significant difference statistically in cognitive and practical competency scores between the experimental and control groups.