Date of Award
8-17-2025
Degree Type
Thesis
Degree Name
Master of Health Professions Education
First Advisor
Dr. Naila Nadeem
Second Advisor
Dr. Azam Afzal
Third Advisor
Dr. Rahila Ali
Department
Educational Development
Abstract
Background: Traditional anatomy teaching often relies on cadaveric dissection and textbook illustrations, which may not sufficiently equip students to interpret anatomical structures in clinical practice. Integrating radiological imaging into anatomy instruction can enhance clinical reasoning, and diagnostic competence, aligning medical education with modern healthcare demands.
Objectives: To evaluate the effectiveness of a Radiological Anatomy Module through pre- and posttest score comparison, and to assess student feedback on its integration into the anatomy curriculum.
Methodology: An experimental pre- and post-test study was conducted over a 10-week period at the University College of Medicine and Dentistry, University of Lahore. A total of 144 second-year MBBS students were randomly assigned to either a control group or an experimental group. Both groups received equal teaching hours and were taught by the same trained facilitators using identical instructional methods—lectures, small group discussions, case-based learning, and dissection. In addition, the experimental group was taught how to identify anatomical structures on radiological images, including X-rays and CT scans, which were integrated into all teaching sessions. Assessments comprised 30 MCQs per module, validated by subject experts and subjected to item analysis. Student feedback was gathered through a structured questionnaire. Data were analyzed using SPSS version 25, with paired and independent t-tests applied (p < 0.05).
Results: The experimental group demonstrated significantly higher post-test scores compared to the control group in both the Abdomen (20.5 ± 1.12 vs. 14.05 ± 1.53; p < 0.001) and Pelvis modules (23.7 ± 2.39 vs. 13.8 ± 1.42; p < 0.001). Item analysis confirmed that MCQs were of appropriate difficulty and discrimination, with acceptable reliability (Cronbach’s alpha: 0.61 for Abdomen, 0.59 for Pelvis). Feedback responses also indicated greater engagement, motivation, and overall satisfaction among the experimental group (p < 0.001).
Conclusion: Teaching abdominal and pelvic anatomy through the lens of radiology significantly improves understanding, reinforces clinical relevance, and enhances student engagement.
First Page
1
Last Page
145
Recommended Citation
Hidayat, M.
(2025). Evaluating the effectiveness of radiological anatomy course in a module of undergraduate medical curriculum. , 1-145.
Available at:
https://ecommons.aku.edu/etd_pk_mc_mhpe/64