Comparative analysis of scrollable DICOM images and static CT images in teaching thoracic imaging anatomy to first-year medical students.

Abstract

With advancements in medical education, the integration of innovative and technology-driven teaching modalities is needed to enhance student learning, particularly in radiology. This study aims to investigate the efficacy of PACSBIN, a cloud-based picture archiving and communication system (PACS), in teaching first-year medical students thoracic imaging anatomy, comparing the use of scrollable Digital Imaging and Communications in Medicine (DICOM) images to traditional static CT images. A comparative study design was used, involving first-year medical students from a medical institution. Participants were randomly assigned to two groups: one using traditional static CT images (Group A) and the other using PACSBIN (Group B) for thoracic imaging anatomy education. The study assessed the impact of these teaching modalities on students' understanding of thoracic imaging anatomy through a quiz. Quiz results showed no statistically significant difference in performance between the groups, with Group A (static images) achieving a mean score of 82.61% and Group B (PACSBIN) achieving 83.71%. Our study suggests that both scrollable DICOM images and static CT images can be effective in teaching thoracic imaging anatomy to first-year medical students. This highlights the importance of considering individual learning styles and incorporating diverse teaching modalities in radiology education.