Self-directed learning modules of CT scan images to improve students' perception of gross anatomy.

Background: A contemporary anatomy curriculum that aims to be clinically relevant requires medical students to be introduced to radiological anatomy in the preclinical years. Ideally, the curriculum should also support self-directed learning, a habit best instilled early. Based on these educational requirements, we designed an interesting and clinically-meaningful program of self-learning modules in radiological anatomy to augment students' learning of gross anatomy. The program is guided by current theories of learning, which emphasize an individualized learning pace for students.

Methods: This program uses enlarged computerized tomography (CT) scan images and associated resource materials. Scans are posted on the first day of the week in a public area for students to review on their own time. On the second day penciled outlines of important structures are provided to help students identify structures, and students are encouraged to discuss the images with faculty. On the last day of the week the identity of the structures are revealed to students.

Results: An open-ended questionnaire used to evaluate the program revealed that 95.5% of students used the program and a great majority recommended the program should be continued for future students.

Discussion: The present program enhances learning of gross anatomical relations through having students use visual clues in logically interpreting unlabeled CT scans in an organized and sequential way. The program promotes self-directed learning. In addition to its use with preclinical students, the modules might also help students in the clinical phase of the curriculum bolster their knowledge of spatial anatomy.