Premium
Promoting medical student independent learning using radiology PowerPoint self‐study modules in gross anatomy
Author(s) -
Snow Mikel H
Publication year - 2010
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.24.1_supplement.295.6
Subject(s) - gross anatomy , hyperlink , dissection (medical) , radiographic anatomy , anatomy , medical physics , radiology , radiography , computer science , medical education , medicine , world wide web , web page
Providing medical students with opportunities to develop independent learning skills is an objective of the LCME. PowerPoint‐based, self‐study, modules were developed for the KSOM gross anatomy course to teach medical students how to independently interpret radiographic images using their knowledge of anatomy. Radiology was chosen due to a) its reliance on anatomical relationships, b) its dependency on the ability to extrapolate two‐dimensional images into three dimensions, c) its relevance to many fields of medicine, and c) its absence as a required elective at the KSOM. Using PowerPoint's custom animation and hyperlink tools, five radiology modules were developed, one for each of the dissection regions (thorax & back, abdomen, pelvis, head & neck, limbs) of the course. The modules were designed to sequentially highlight structures on a radiograph for the student to identify and self‐test, followed by the correct answer. Hyperlinks were included to provide supplementary information regarding key anatomical relationships. Normal radiographic images were principally used, although a few pathological images were included. Students reported that it takes about 30 to 45 minutes to complete each module. Student feedback confirmed that these self‐study modules were highly effective learning resources that enabled students to learn independently at their own pace.