46 - Evaluating Active Learning Strategies Applied to Radiological Imaging Interpretation in Abdominal Anatomy for First-Year Medical Students

Poster Board Number: 46
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Radiological imaging is often integrated into anatomy education to facilitate understanding of structure and spatial relationships. Imaging interpretation is often taught passively—students observe as the educator annotates. Consequently, the utility of active learning strategies in imaging interpretation has not been examined. This study aimed to evaluate the impact of active learning techniques applied to a radiological imaging activity on subsequent learning and retention of abdominal anatomy. We hypothesized students using active learning strategies during an abdominal CT activity would exhibit better academic performance and knowledge retention. First-year medical students at Lake Erie College of Osteopathic Medicine were recruited during 2021 and 2022. All participants completed informed consent and a demographics questionnaire (n=63). They then attended a 35-minute lecture via Zoom. Content included abdominal viscera, blood supply, and CT interpretation with emphasis on spatial relationships. Following the introductory lecture, participants were split into three groups and asked to complete an independent CT activity using one of three methods: classic identification (ID), drawing, or puzzle. Finished CT activities were graded for correctness and completeness. Learning was assessed using a 15-question multiple choice pre-, post-, and retention test. Anatomy course exams and participant perceptions were also analyzed. All three groups significantly improved from pre- to post- and pre- to retention test; no difference in academic performance was detected amongst groups at individual timepoints. Analysis of question subtypes revealed the ID and Puzzle groups alone significantly improved knowledge on clinical questions from pre- to post-test. Thematic analysis of responses revealed positive participant perceptions of learning imaging interpretation first in a lecture format followed by independent CT study regardless of treatment group. Analysis of performance on relevant items on the Anatomy course exam revealed those in the ID and Draw groups performed significantly higher than students who did not participate. No difference in item performance was detected between the Puzzle treatment group and nonparticipating students. Lastly, the degree of correctness on the CT learning activity was significantly positively correlated with score improvement from pre- to post-test for the Draw group. These findings suggest active learning techniques play a role in knowledge gain when it comes to abdominal anatomy and radiological imaging: the use of drawing supports learning and retention in first-year medical students when applied to an abdominal CT learning activity.