Integrating the ACR Appropriateness Criteria Into the Radiology Clerkship: Comparison of Didactic Format and Group-Based Learning

Marjorie W. Stein, Susan J. Frank, Jeffrey H. Roberts, Malka Finkelstein, Moonseong Heo

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Purpose: The aim of this study was to determine whether group-based or didactic teaching is more effective to teach ACR Appropriateness Criteria to medical students. Methods: An identical pretest, posttest, and delayed multiple-choice test was used to evaluate the efficacy of the two teaching methods. Descriptive statistics comparing test scores were obtained. Results: On the posttest, the didactic group gained 12.5 points (P <.0001), and the group-based learning students gained 16.3 points (P <.0001). On the delayed test, the didactic group gained 14.4 points (P <.0001), and the group-based learning students gained 11.8 points (P <.001). The gains in scores on both tests were statistically significant for both groups. However, the differences in scores were not statistically significant comparing the two educational methods. Conclusions: Compared with didactic lectures, group-based learning is more enjoyable, time efficient, and equally efficacious. The choice of educational method can be individualized for each institution on the basis of group size, time constraints, and faculty availability.

Original languageEnglish (US)
JournalJournal of the American College of Radiology
DOIs
StateAccepted/In press - 2016

Keywords

  • ACR Appropriateness Criteria
  • American College of Radiology
  • Didactic lectures
  • Educational
  • Group-based learning
  • Imaging
  • Radiology

ASJC Scopus subject areas

  • Radiology Nuclear Medicine and imaging

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