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Rationale and Objectives: The purpose of this study was to validate the effectiveness of a proven radiology-anatomy instructional module during I st-year gross anatomy courses at Emory University College of Medicine and the University of Iowa College of Medicine., Materials and Methods: This prospective study involved 108 Emory students and 177 Iowa students. The instructional content was the same at both institutions. Each student was randomly assigned into one of three groups at each institution, and each group received a unique, randomized, five-item pretest. All students were posttested as part of their gross anatomy laboratory examination, and the posttests consisted of all 15 items used in the three five-item pretests., Results: No statistically significant pretest effects were demonstrated by t tests. Posttest performances across items ranged from 73% to 96% correct for Emory students and 67% to 98% for Iowa students. Performance levels on the posttests were significantly higher than on pretests, and few significant differences were found in the performance of the two populations., Conclusion: The radiology-anatomy instructional module integrated into the gross anatomy courses for 1st-year Emory University and University of Iowa students was not instructor or institution dependent.

Michigan State University has a community-hospital-based clinical sciences curriculum. In the past, community program directors have determined radiology clerkship objectives. A survey regarding possible clerkship standardization was distributed to staff radiologists and clerkship coordinators. These radiologists were enthusiastic about standardization of the clerkship, and there was a broad consensus as to the basic elements of an effective clerkship. The university was seen as the source of minimum clerkship standards and of an objective method of evaluation. In response to these requests, basic guidelines for the clerkship have been established.