Diagnostic radiology in an integrated curriculum: Evaluation of student appraisal

Rationale and Objectives. This study determined student perceptions of the effectiveness of an integrated radiology curriculum in a 6-year undergradua te medical school program. Materials and Methods. Student perceptions of the effectiveness of an integ rated radiology curriculum were assessed with a self-administered questionn aire that was developed in house and consisted of Likert-type and open-ende d items. The questionnaire was distributed to 1997-1998 and 1998-1999 cohor ts of 2nd- to 6th-year medical students. Quantitative data were analyzed by using descriptive statistics. Results. Ninety-nine of 173 students (57% response) returned completed ques tionnaires. Overall, students perceived integrated radiology teaching as sa tisfactorily achieved and useful in facilitating learning. Compared with st udents in the 2nd and final years of undergraduate medical education and tr aining, those in years 3-5 considered integrated radiology teaching to be v ery effective. Results of the survey suggest future modifications to improv e the effectiveness of integrated radiology teaching. Conclusion. Radiology can be successfully integrated into modern medical cu rricula. Student comments indicate the need to structure and organize the i ntegrated teaching better and to introduce it earlier in the medical school curriculum.