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Comparing First‐Year Medical Students Performance on Radiology and Non‐Radiology Components of a Gross Anatomy Course
Author(s) -
Ginsburg Alexander D,
Knight Jennifer A,
Gibbs Christopher M.,
Stadem Paul S.,
Hoch Wyatt B.,
Harvey Jamison A.,
Eiken Patrick W.,
Lachman Nirusha,
Pawlina Wojciech
Publication year - 2017
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.31.1_supplement.737.1
Subject(s) - gross anatomy , radiological weapon , medicine , bivariate analysis , medical physics , medical education , psychology , nuclear medicine , radiology , pathology , mathematics , statistics
Radiology is often incorporated into medical school anatomy courses. Radiology education furthers understanding of anatomical relationships and prepares students to apply anatomical knowledge in clinical practice. The aim of this study was to investigate how cognitive performance on the radiology components (RC) of a first‐year medical school anatomy course are related to performance on non‐radiological components (NRC). We hypothesized that there is no correlation between these two performance variables, because they rely on different cognitive skills. Thus, anatomy education alone will not prepare students for the interpretation of normal anatomy on radiological images. Medical students (n=51) enrolled in a first‐year anatomy course at Mayo Clinic School of Medicine were included in this study. Assessment data from three lab practical examinations were collected, and RC and NRC questions were compared. A bivariate linear regression and statistical tests were conducted. A subgroup analysis was used to compare students whose RC performance was greater than their NRC performance (RC>NRC, n=33) to students whose RC performance was less than their NRC performance (RCNRC group had significantly higher scores on RC questions than the students in the RCNRC group had significantly lower scores on NRC questions than the students in the RC