ArticleInsights into imaging2025
Students' perspective on new teaching concepts for medical studies: case- and competency-based learning in radiology.
Article in Insights into imaging, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Learning Anatomy With Radiology: A Systematic Review.Clinical anatomy (New York, N.Y.) · 2026Pooled it
- Article
- Shining light on the future of radiology: addressing medical students' perceptions.European radiology · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThis study aimed to evaluate medical students' perception of a new radiology teaching format for abdominal diagnostics. The format transitioned traditional lectures and seminars to a case- and competency-based course that incorporates technology-enhanced individual case-work, small group discussions, and concise lectures. MATERIALS AND
methods235 students (23.5 ± 2.6 years, 72.3% female, 93.3% response rate, November 2023-June 2024) completed a questionnaire before (12 items) and after (20 items) the course, assessing perceived importance of course content, competency gains in abdominal imaging, enjoyment of learning, interest in a radiology career, and pedagogical perception of the teaching concept. Responses were recorded on a 1-10 scale (no agreement to strong agreement) or dichotomously (yes/no). The new course format was compared with a cohort of students who had previously (May 2022-June 2023) attended traditional lectures (n = 169) and/or seminars (n = 234).
resultsStudents strongly agreed before the course that radiology content in abdominal diagnostics is important, and they found the content highly relevant and applicable to their work as doctors following the course. Significant improvement was observed in perceived competency in modality selection and description and interpretation of common pathologies, with the strongest effect for CT and MRI data. The new format was rated more motivating and significantly better in pedagogical and content quality than traditional lectures and seminars, although it did not influence students' interest in pursuing a radiology career.
conclusionFrom the students' perspective, case- and competency-based teaching enhances skill acquisition, learning success, and enjoyment in radiology. CLINICAL RELEVANCE STATEMENT: From a student perspective, case- and competency-based teaching in radiology may enhance imaging competency, contributing to the development of more skilled healthcare providers. KEY POINTS: Case- and competency-based teaching concepts may improve students' learning. Students reported improved perceived competency in decision-making and image interpretation with the new teaching method. Case- and competency-based teaching was perceived as more engaging, motivating, and pedagogically superior to traditional lectures.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.