Introduction
Medical imaging is integrated across all years in the medical programs at the Medical
School, in our country. Little is known about this pedagogical approach from the perspective
of those who participate in it. This study investigated how students and educators
experience an integrated medical imaging curriculum.
Methods
One-on-one interviews were conducted with nine educators and three undergraduate medical
students and analyzed using a reflexive thematic approach. Educators included radiologists,
non-radiologists clinicians, and scientists and health professionals from the medical
program.
Results
The integrated medical imaging curriculum appears to be incoherently experienced by
educators and students as learning opportunities that were ‘everywhere and nowhere’.
Teaching events were ‘repetitive and patchy’ and featured a transmission-oriented
pedagogy emphasizing ‘exposure and absorption’. Educators expressed paradoxical views
of their responsibility for teaching medical imaging reflected in this sentiment:
‘I don't teach medical imaging… (but I do)’.
Discussion
When medical imaging is integrated into learning resources and course work across
the undergraduate program, it may lose its visibility and importance as a distinct
learning area despite its crucial role in medical practice. An integrated curriculum
may inadvertently separate knowing about medical imaging from learning to apply medical
imaging knowledge in clinical practice.
Conclusions
Further work is required to construct an integrated medical imaging curriculum that
explicitly emphasizes medical imaging learning outcomes, so they are experienced coherently
and consistently by medical students and those who prepare them for practice as doctors.
Key Words
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Article info
Publication history
Published online: June 04, 2022
Accepted:
May 9,
2022
Received in revised form:
May 8,
2022
Received:
April 6,
2022
Identification
Copyright
© 2022 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.
