Comparison between the group lecture and integration learning of 4th year medical student in Lampang Hospital MEC.

1. Radiology Department, Lampang Hospital MEC, Thailand.
Structure Method to Gain the most
Radiological Knowledge of 4th year Medical
Students at Lampang Hospital MEC.

2. Background
✤ Many Kinds of structure method to gain the radiology
Knowledge
✤ 2 Main structures in LPH MEC to learning are…
1. Integration Learning Process: was applied in Major ward
such as Internal medicine, surgery, Pediatrics and
Obstatric-Gynecology
2. Radiological Block Learning: Learning in Radiology
Department.

3. Radiology Department
✤ Lampang Hospital MEC: separate 2-week
radiological block learning curriculum in basic
diagnostic radiology for 4th year medical students.

4. Objective
✤ To prove the hypothesis that…
“The integrative radiological learning process before
Radiological block Learning will improved radiological
knowledge more than others who don’t.”

5. METHOD

6. Radiology Learning of 4th year medical students in LPH
✤ Each year, we divided students into 4 groups: A, B, C,
D into rotations.
✤ Each group was exposed to a different structure to
learn about radiology in different rotations.
✤ Study was conducted for 5 years (2014-2018).

7. Group A
Group B
Group C
Group D
Radiological Block
Learning
May July October January Rotations
Radiological Block Learning

8. ✤ Formative assessment in all groups
✤ Post-learning test by multiple-choice exams to
properly assess the knowledge.
*These exams were supplied from the Radiology Department, Faculty of Medicine, Chiang Mai University, Thailand.

9. Total number of medical students surveyed (2014-2018)
Group A Group B Group C Group D Total
2014 12 12 11 12 47
2015 13 12 12 12 49
2016 12 11 12 11 46
2017 11 13 13 13 50
2018 11 12 12 12 47
Total 59 60 60 60 239
Group A = 59, Group B = 60, Group C = 60, Group D = 60

10. The Radiology rotations of 4th year Medical students
Rotations Group A Group B Group C Group D
Pre-clinic training with 2 weeks
training
Rural community-based Learning
with 2 weeks training
Rural community-based Learning
Major ward rounds (Internal medicine
and Surgery)
with 2 weeks training
Rural community-based
Learning Major ward rounds
and others ward rounds
(Pediatric, Gynecology)
with 2 weeks training
2 weeks
2 weeks
2 weeks
2 weeks

11. Result and
Conclusion

12. Summary of The Results
Number of students Pre-test mean scores
Post-test mean
scores
Group A 59 6.8 (+/-2.9) 14.8 (+/-3.5)
Group B 60 5.6 (+/-3.6) 13.7 (+/-3.1)
Group C 60 5.5 (+/-3.5) 9.7 (+/-5.3)
Group D 60 5.2 (+/-2.8) 13.2 (+/-3.5)
All students 239 5.8 (+/-3.2) 14.6 (+/-3.8)

13. Comparison Details of Pre-test and Post-test scores
0
3.75
7.5
11.25
15
18.75
Group A Group B Group C Group D Total
students
Pre-test scores Post-test scores
Maximum score = 20 points

14. Discussion and Conclusion
✤ No significant different of the pre-test scores among all
groups.
✤ The integrative learning from their passing rotations
may not encourage the most radiological knowledge.
✤ There was improvement of the scores in all groups
after passing radiological block learning.

15. ✤ Group A, who didn’t pass any rotations, had the highest pre-
test and post-test scores of all 4 groups.
✤ Group A might have been excited to learn more than the
others groups, due to beginning clinical studies, or just being
fresh on the scene.
✤ The other groups, who experienced other structural methods
to gain the same knowledge, might have been over-
stressed, over-stimulated with all the incoming learning from
the variety of clinical studies to achieve the similar results.

16. Take Home Message
✤ There is our MEC strength, the medical student had
gained knowledge with their teachers.

17. References✤ Elizabeth T. Chorney, MDa, Petra J. Lewis, MBBSb 2011. Integrating a Radiology Curriculum Into Clinical
Clerkships Using Case Oriented Radiology Education. Journal of the American College of Radiology/Vol. 8 No.1
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medical students?https://doi.org/10.1515/dx-2017-0009 Received February 28, 2017; accepted August 3, 2017;
previously published online August 28, 2017
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Strengthening the Radiology Learning Environment. American College of Radiology
https://doi.org/10.1016/j.jacr.2018.04.013
✤ Kari L. Visscher, MD, MScBMCa,*, Lisa Faden, PhDb. 2018. Designing a Comprehensive Undergraduate Medical
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Radiologists.
✤ S. Mirsadraee, K. Mankad, P. McCoubrie, T. Roberts, D. Kessel. 2012. Radiology curriculum for undergraduate
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