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Original Research Paper

Integrating an imaging session in obstetrics and gynaecology curriculum as an improvement in undergraduate medical education

Authors:

A. Kurien ,

Newcastle University Medicine Malaysia, MY
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V. Subramaniyam,

Newcastle University Medicine Malaysia, MY
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B. Veasuvalingam,

Newcastle University Medicine Malaysia, MY
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M. Goodson

Newcastle University Medicine Malaysia, MY
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Abstract

Objective: Choosing the right modality of imaging and interpreting the results are challenging for undergraduate medical students as radiology remains underrepresented in the curriculum. An interdisciplinary workshop with integration of radiology in obstetrics and gynaecology was introduced and we analysed the student’s perception of this novel approach.

 

Materials and methods: A mixed methodology was used. Data triangulation was done with questionnaire, written feedback, and peer observation. This workshop was conducted for final year medical students during their obstetrics and gynaecology rotation and the data was collected at the end of the session.

 

Results: A total of 122 students participated in the study. The results indicate an overall satisfaction rate of 98%. Majority of the students (99 %) felt the material is clinically relevant and 97% reported gaining confidence in choosing the right imaging technique. The course organisation, presentation and knowledge levels were also rated very high. This was also evident in the narratives and peer observation.

 

Conclusion: The high satisfaction rate received for this innovation and integration supports conducting speciality-based radiology sessions. This can be viewed as a quality improvement technique to the undergraduate medical curriculum and will aid students for their future practice as safe foundation year doctors.
How to Cite: Kurien, A., Subramaniyam, V., Veasuvalingam, B. and Goodson, M., 2021. Integrating an imaging session in obstetrics and gynaecology curriculum as an improvement in undergraduate medical education. South-East Asian Journal of Medical Education, 15(1), pp.26–33. DOI: http://doi.org/10.4038/seajme.v15i1.363
Published on 11 Oct 2021.
Peer Reviewed

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