Students’ perspective on new teaching concepts for medical studies: case- and competency-based learning in radiology
Abstract Objective This 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, smal...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-02-01
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| Series: | Insights into Imaging |
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| Online Access: | https://doi.org/10.1186/s13244-025-01909-7 |
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| author | Max Masthoff Friedrich Pawelka Gisela Zak Bas de Leng Dogus Darici Philipp Schindler Walter Heindel Anne Helfen |
| author_facet | Max Masthoff Friedrich Pawelka Gisela Zak Bas de Leng Dogus Darici Philipp Schindler Walter Heindel Anne Helfen |
| author_sort | Max Masthoff |
| collection | DOAJ |
| description | Abstract Objective This 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 methods 235 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). Results Students 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. Conclusion From 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. Graphical Abstract |
| format | Article |
| id | doaj-art-1c7e3bbffb094987b040c603fe404f7e |
| institution | Kabale University |
| issn | 1869-4101 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Insights into Imaging |
| spelling | doaj-art-1c7e3bbffb094987b040c603fe404f7e2025-02-09T12:40:31ZengSpringerOpenInsights into Imaging1869-41012025-02-0116111010.1186/s13244-025-01909-7Students’ perspective on new teaching concepts for medical studies: case- and competency-based learning in radiologyMax Masthoff0Friedrich Pawelka1Gisela Zak2Bas de Leng3Dogus Darici4Philipp Schindler5Walter Heindel6Anne Helfen7Clinic for Radiology, University and University Hospital of MünsterEducational Institute (IfAS), Faculty of Medicine, University of MünsterClinic for Radiology, University and University Hospital of MünsterEducational Institute (IfAS), Faculty of Medicine, University of MünsterInstitute of Anatomy and Molecular Neurobiology, University of MünsterClinic for Radiology, University and University Hospital of MünsterClinic for Radiology, University and University Hospital of MünsterClinic for Radiology, University and University Hospital of MünsterAbstract Objective This 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 methods 235 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). Results Students 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. Conclusion From 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. Graphical Abstracthttps://doi.org/10.1186/s13244-025-01909-7Case-based learningCompetency-based learningRadiology teachingMedical studies |
| spellingShingle | Max Masthoff Friedrich Pawelka Gisela Zak Bas de Leng Dogus Darici Philipp Schindler Walter Heindel Anne Helfen Students’ perspective on new teaching concepts for medical studies: case- and competency-based learning in radiology Insights into Imaging Case-based learning Competency-based learning Radiology teaching Medical studies |
| title | Students’ perspective on new teaching concepts for medical studies: case- and competency-based learning in radiology |
| title_full | Students’ perspective on new teaching concepts for medical studies: case- and competency-based learning in radiology |
| title_fullStr | Students’ perspective on new teaching concepts for medical studies: case- and competency-based learning in radiology |
| title_full_unstemmed | Students’ perspective on new teaching concepts for medical studies: case- and competency-based learning in radiology |
| title_short | Students’ perspective on new teaching concepts for medical studies: case- and competency-based learning in radiology |
| title_sort | students perspective on new teaching concepts for medical studies case and competency based learning in radiology |
| topic | Case-based learning Competency-based learning Radiology teaching Medical studies |
| url | https://doi.org/10.1186/s13244-025-01909-7 |
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