A problem-based learning experience in a radiology rotation for sixth-year medical students

Objective

To analyse a problem-based learning experience (PBL) in the sixth year of medicine, within a course organised in successive rotations of 12 school days for 7 annual groups.

Material and methods

Each group was divided into subgroups of 6–8 students. Each subgroup was assigned two cases with radiographic images that they had to prepare and present in a joint session in which the students discussed each case and the teacher acted as moderator, without providing solutions. Finally, they had 15 days to complete the debate in an online forum and prepare a written report on each case.

Results

During 6 consecutive years, 1001 students participated, whose annual grades ranged between 7.7 ± 1.6 and 9.0 ± 0.7 (mean ± standard deviation). No correlation was found between the degree of difficulty assigned to the cases and the mean score obtained by each group (R² = 0.0115). Sixty-six point two percent completed a questionnaire rating various aspects of this experience above 4 out of 5 points and providing overall scores above 8.3 out of 10 points in the different years. The students found this experience appropriate to the objectives of the subject and useful for their educational needs.

Conclusions

PBL allows students to acquire skills of understanding, reasoning and deepening in radiological diagnosis. This study demonstrates that an experience based on PBL can be included in a radiology course organised in a traditional way, allowing students to be graded regardless of the difficulty of the cases.