Case-based radiology education in interns: comparing learning and retention across modalities

Abstract

Aim: This study aimed to evaluate intern physicians' ability to interpret basic radiological imaging methods and to investigate the effect of a case-based training program on knowledge acquisition and retention. Materials and Methods: In this prospective study, participants underwent a pre-test before training, a post-test after training, and a retention test four weeks later. Assessments were performed using direct radiography, ultrasound (US), computed tomography (CT), and magnetic resonance imaging (MRI) modalities. The data were statistically analyzed, and performance changes between modalities were examined. Results: This study included 50 intern physicians enrolled in medical school. Of the participants, 40% (n=20) were male and 60% (n=30) were female. The median age was 24 years (interquartile range: 24-24). A statistically significant increase was found in all imaging modalities in the post-test results compared to the pre-test (direct radiography, US, CT: p<0.001; MRI: p=0.019). In the retention test, a statistically significant increase was observed in all modalities compared to the pre-test (p=0.001). However, when the post-test was compared with the retention test, no statistically significant difference was observed in direct radiography and US (p=0.381; p=0.059), while a statistically significant decrease was observed in CT and MRI (p=0.006; p=0.001). Conclusion: Case-based training significantly improves interns' ability to interpret basic radiologic imaging modalities. While permanent learning was achieved primarily in direct radiography and basic US applications, loss of knowledge was observed in more complex modalities such as CT and MRI. Structuring training programs taking into account these differences may contribute to the development of clinical decision-making skills.